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Meyer H,. (1980). Ein Beitrag zur Regulation der Futteraufnahme beim Pferd. Dtsch Tierärztl Wschr, 87, 401–424.
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Niekerk Van Hp,. (1980). Ethological studies within the man. J South Afr Vet Assoc 51, , 237–238.
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OKUDA Y et al,. (1980). Grazing behavior and heart rate of young thoroughbreds in pasture. Bull Equ Res Inst, 17, 8–20.
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Salter Re, H. J. (1980). Range relationships of feral horses with wild ungulates and cattle in western Alberta. J Range Mgmt, 33, 266–271.
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Salter Re, P. D. (1980). Determinants of mineral lick utilization by feral horses. Northwest Sci, 54, 109–118.
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Schlawe L,. (1980). Kritisches zur Nomenklatur und taxonomischen Beurteilung von Equus africanus. Equus, 2, 101–127.
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Tschanz B,. (1980). Sozialverhalten beim Camarguepferd – Paarungsverhalten und Herdenstruktur (Freilandaufnahmen).D 1318 Publ.
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WOLSKI TR et al,. (1980). Teh role of the senses in mare – foal recognition. Appl Anim Ethol, 6, 121–138.
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van Niekerk, H. P. (1980). Ethological studies within the man-horse relationship. J S Afr Vet Assoc, 51(4), 237–238.
Abstract: Certain aspects of ethology and the horse's senses are discussed to bring about a better understanding between man and horse. Furthermore the behaviour of horses with respect to housing, feeding, breeding, veterinary treatment and work are considered.
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Bunnell, B., & Perkins, M. (1980). Performance correlates of social behavior and organization: Social rank and complex problem solving in crab-eating macaques (M. fascicularis). Primates, 21(4), 515–523.
Abstract: Abstract Seventeen male crab-eating macaques, drawn from two captive troops, were tested on a series of complex problem solving tasks in a Wisconsin General Test Apparatus (wgta). The animals were trained on a series of 6-trial object quality learning set problems followed by a series of 10-trial object quality learning set problems. They were then given problems in which the correct stimulus object was reversed part way through the problem. After the animals reached criterion on this task, the reversal learning set was then extinguished. High ranking animals made more intraproblem errors than low ranking animals on the 6-trial problems, but there was no relationship between social status and the rapidity with which the object quality learning set was established. Animals that received overtraining on the 6-trial problems transferred their learning virtually intact to the 10-trial problems; however, high ranking animals without overtraining made more errors than low ranking animals. On reversal learning and reversal extinction, high ranking animals made more errors on critical trials, indicating that they formed and extinguished the reversal set more slowly than low ranking animals. Object quality sets, as measured by trial-2 performance, were not affected by the reversal conditions.
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