Abstract: Neurobiological and behavioral research indicates that place learning and response learning occur simultaneously, in parallel. Such findings seem to conflict with theories of associative learning in which different cues compete for learning. The authors conducted place+response training on a radial maze and then tested place learning and response learning separately by reconfiguring the maze in various ways. Consistent with the effects of manipulating place and response systems in the brain (M. G. Packard & J. L. McGaugh, 1996), well-trained rats showed strong place learning and strong response learning. Three experiments using associative blocking paradigms indicated that prior response learning interferes with place learning. Blocking and related tests can be used to better understand how memory systems interact during learning.

Abstract: Rats homed with food in a large lighted arena. Without visual cues, they used dead reckoning. When a beacon indicated the home, rats could also use the beacon. Homing did not differ in 2 groups of rats, 1 provided with the beacon and 1 without it; tests without the beacon gave no evidence that beacon learning overshadowed dead reckoning (Experiment 1). When the beacon was at the home for 1 group and in random locations for another, there was again no evidence of cue competition (Experiment 2). Dead reckoning experience did not block acquisition of beacon homing (Experiment 3). Beacon learning and dead reckoning do not compete for predictive value but acquire information in parallel and are used hierarchically.

Abstract: The tendency in primate groups for two opponents to affiliate shortly after a fight has been described as dyadic reconciliation. The response has been shown to restore disrupted relationships and curtail ongoing aggression. Rates of self-directed behaviour (e.g. scratching) are positively correlated with anxiety in primates and the rates decline after reconciliation, indicating that the response also functions to reduce postconflict tension. Third parties not involved in an aggressive interaction are also likely to affiliate with one of the combatants subsequent to a fight. Such `triadic' interactions may also promote conflict resolution when, for instance, the relatives of a victim affiliate with their relative's aggressor. Because aggression in a group influences a bystander's behaviour with combatants, we hypothesized that aggression between two animals would also influence a bystander's behaviour with other bystanders. Such `quadratic' postconflict interactions might also function to reduce postconflict tension or occur in patterns among kin subgroups to resolve conflict. We tested for quadratic interactions in an 18-member group of captive hamadryas baboons, Papio hamadryas hamadryas. Immediately following a fight, an uninvolved bystander was randomly selected for observation and its affiliative interactions with other bystanders and its displacement activities were recorded for 3 min. Rates of behaviour during these postconflict periods were compared to rates during 3-min baseline periods not preceded by aggression. Bystanders engaged in quadratic interactions by increasing affiliation with other bystanders following aggression. Bystanders directed affiliation to nonkin bystanders that were their preferred social partners. Displacement activities of bystanders were significantly higher during postconflict intervals compared to baseline intervals, and bystander displacement activity levels before affiliative contact with other bystanders were significantly higher than after contact. Apparently, bystanders become tense or anxious after witnessing aggression and affiliate with preferred partners to reduce the arousal.

Abstract: Zusammenfassung
Die Bewegungen des Pferderückens und des Pferderumpfes sind aus den Fußfolgen der Grundgangarten ableitbar. Damit gewinnt Sitzschulung ein solides Fundament. Die entscheidenden Merkmale dieser Bewegungen sind hier erläutert.
Einige überwiegend altbekannte Grundlagen der Sitzschulung werden bewertet. Was sich aus neueren Erkenntnissen zu den Bewegungen des Pferderückens und des Pferderumpfes für den Sitz des Reiters ergibt, ist in drei Punkten leichtverständlich erklärt. Prinzipdarstellungen unterstützten dies.

Abstract: Abstract
According to Ludwig Koch, the horse's transition from one gait to another is only possible during a particular phase in its' movement cycle (respectively in a half of it's movement cycle) in one gait to a particular phase in its' movement cycle (respectively in a half of it's movement cycle) in the other gait.
It only takes a fraction of a second for these movements to occur. It is precisely in these moments that according to the European classical riding school principles the rider has to give the appropriate aids, because only then the horse can execute them in a flash. In order to give the aids in the “fitting” moment, the rider needs a timer. The only available and reliable indicators of the right timing are the movements of the horse's trunk and back.
The connections between the different phases of the movements during the basic gaits, the rider's seat which follows all the movements of the horse's back with a freely rotating pelvis, and the rider's leg which – from step to step, from footfall to footfall, from canter beat to canter beat – wants to follow the horse's swinging trunk (until it is finally – controlled by the rider – free to do so, at the right moment), are being shown for the first time in easy to follow miniature picture sequences.