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| Author | McGreevy, P.D.; McLean, A.N. | ||||
| Title | Roles of learning theory and ethology in equitation | Type | Journal Article | ||
| Year | 2007 | Publication | Journal of Veterinary Behavior: Clinical Applications and Research | Abbreviated Journal | |
| Volume | 2 | Issue | 4 | Pages | 108-118 |
| Keywords | ethological training; equine ethnology; equitation; horse behavior; learning theory | ||||
| Abstract | By definition, ethology is primarily the scientific study of animal behavior, especially as it occurs in a natural environment; applied ethology being the study of animal behavior in the human domain. The terms equine ethology and ethological training are becoming commonplace in the equestrian domain, yet they seem to be used with a conspicuous lack of clarity and with no mention of learning theory. Most of what we do to train horses runs counter to their innate preferences. This article summarizes the ethological challenges encountered by working horses and considers the merits and limitations of ethological solutions. It also questions the use of terms such as “alpha” and “leader” and examines aspects of learning theory, equine cognition, and ethology as applied to horse training and clinical behavior modification. We propose 7 training principles that optimally account for the horse's ethological and learning abilities and maintain maximal responsivity in the trained horse. These principles can be summarized as: (1) use learning theory appropriately; (2) train easy-to-discriminate signals; (3) train and subsequently elicit responses singularly; (4) train only one response per signal; (5) train all responses to be initiated and subsequently completed within a consistent structure; (6) train persistence of current operantly conditioned responses; and (7) avoid and disassociate flight responses. Adherence to these principles and incorporating them into all horse training methodologies should accelerate training success, reduce behavioral wastage of horses, and improve safety for both humans and horses. | ||||
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| Call Number | Equine Behaviour @ team @ | Serial | 4511 | ||
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| Author | Broad, K.D.; Curley, J.P.; Keverne, E.B. | ||||
| Title | Mother-infant bonding and the evolution of mammalian social relationships | Type | Journal Article | ||
| Year | 2006 | Publication | Philosophical Transactions of the Royal Society B: Biological Sciences | Abbreviated Journal | Phil. Trans. Biol. Sci. |
| Volume | 361 | Issue | 1476 | Pages | 2199-2214 |
| Keywords | Endorphin; Maternal behaviour; Olfactory memory; Opioids; Oxytocin; Pair bonding; Prefrontal cortex; Social learning | ||||
| Abstract | A wide variety of maternal, social and sexual bonding strategies have been described across mammalian species, including humans. Many of the neural and hormonal mechanisms that underpin the formation and maintenance of these bonds demonstrate a considerable degree of evolutionary conservation across a representative range of these species. However, there is also a considerable degree of diversity in both the way these mechanisms are activated and in the behavioural responses that result. In the majority of small-brained mammals (including rodents), the formation of a maternal or partner preference bond requires individual recognition by olfactory cues, activation of neural mechanisms concerned with social reward by these cues and gender-specific hormonal priming for behavioural output. With the evolutionary increase of neocortex seen in monkeys and apes, there has been a corresponding increase in the complexity of social relationships and bonding strategies together with a significant redundancy in hormonal priming for motivated behaviour. Olfactory recognition and olfactory inputs to areas of the brain concerned with social reward are downregulated and recognition is based on integration of multimodal sensory cues requiring an expanded neocortex, particularly the association cortex. This emancipation from olfactory and hormonal determinants of bonding has been succeeded by the increased importance of social learning that is necessitated by living in a complex social world and, especially in humans, a world that is dominated by cultural inheritance. © 2006 The Royal Society. | ||||
| Address | Sub-Department of Animal Behaviour, University of Cambridge, Madingley, Cambridge CB3 8AA, United Kingdom | ||||
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| Notes | Cited By (since 1996): 6; Export Date: 23 October 2008; Source: Scopus | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4558 | ||
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| Author | Patris, B.; Perrier, G.; Schaal, B.; Coureaud, G. | ||||
| Title | Early development of filial preferences in the rabbit: implications of nursing- and pheromone-induced odour learning? | Type | Journal Article | ||
| Year | 2008 | Publication | Animal Behaviour. | Abbreviated Journal | Anim. Behav. |
| Volume | 76 | Issue | 2 | Pages | 305-314 |
| Keywords | learning; mammary pheromone; mother-young relationship; Oryctolagus cuniculus; rabbit; recognition | ||||
| Abstract | Newborn rabbits, Oryctolagus cuniculus, discriminate between different categories of adult conspecifics on the basis of their abdominal odour cues. Whether these cues can support the development of filial preferences has not been adequately tested. Using a two-choice paradigm, we assessed the ability of 3-8-day-old pups to orient selectively to the mother versus an unfamiliar female, either spontaneously or after odour conditioning. In experiment 1, nonconditioned pups roamed indifferently over the mother and an unfamiliar female. In experiment 2, pups conditioned to a neutral odorant while nursing or with the mammary pheromone became attracted by the odorant. In experiment 3, pups that had learned the odorant while nursing oriented for longer to any female carrying it, but the unscented mother and a scented unfamiliar female were equally attractive. Finally, in experiment 4, pups that had learned the odorant paired with the mammary pheromone showed a preference for their scented mother, but not systematically for a scented unfamiliar female; furthermore, they were equally attracted by the unscented mother and a scented unfamiliar female. In sum, pups did not spontaneously evince an olfactory preference for the mother when opposed to an unfamiliar female, although they seemed able to detect individual maternal odours. In fact, they appeared to react to both species-specific cues and individual cues that they had learned, and their responses depended on their degree of familiarity with the cues and on the context. The mammary pheromone by itself might act as both a releasing and a reinforcing signal in these early socially oriented behaviours. | ||||
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| Call Number | Equine Behaviour @ team @ | Serial | 4646 | ||
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| Author | Franks, N.R.; Richardson, T. | ||||
| Title | Teaching in tandem-running ants | Type | Journal Article | ||
| Year | 2006 | Publication | Nature | Abbreviated Journal | Nature |
| Volume | 439 | Issue | 7073 | Pages | 153 |
| Keywords | *Animal Communication; Animals; Ants/*physiology; Feedback/physiology; Learning/*physiology; *Teaching | ||||
| Abstract | The ant Temnothorax albipennis uses a technique known as tandem running to lead another ant from the nest to food--with signals between the two ants controlling both the speed and course of the run. Here we analyse the results of this communication and show that tandem running is an example of teaching, to our knowledge the first in a non-human animal, that involves bidirectional feedback between teacher and pupil. This behaviour indicates that it could be the value of information, rather than the constraint of brain size, that has influenced the evolution of teaching. | ||||
| Address | School of Biological Sciences, University of Bristol, Bristol BS8 IUG, UK. nigel.franks@bristol.ac.uk | ||||
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| Language | English | Summary Language |
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| ISSN | 1476-4687 | ISBN | Medium | ||
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| Notes | PMID:16407943 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4651 | ||
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| Author | Rozempolska-Ruciń ska, Iwona; Trojan, Maciej; Kosik, Elż bieta; Próchniak, Tomasz; Górecka-Bruzda, Aleksandra | ||||
| Title | How “natural” training methods can affect equine mental state? A critical approach -- a review | Type | Journal Article | ||
| Year | 2013 | Publication | Animal Science Papers & Reports | Abbreviated Journal | |
| Volume | 31 | Issue | 3 | Pages | 185 |
| Keywords | HORSES -- Training; HORSEMANSHIP; HUMAN-animal relationships; LEARNING in animals; ANIMAL psychology; ANIMAL intelligence; ANIMAL welfare | ||||
| Abstract | Among equestrians the “natural” training methods of horses are gaining widespread popularity due to their spectacular efficiency. Underlying philosophy of trainers – founders of different “natural horsemanship training” (NHT) schools, along with other not well documented statements includes argumentation of solely welfare- and human-friendly effects of NHT in the horse. The aim of this review was to screen scientific papers related to NHT to answer the question whether „natural“ training methods may actually exert only positive effects upon equine mental state and human-horse relationship. It appears that NHT trainers may reduce stress and emotional tension and improve learning processes as they appropriately apply learning stimuli. Basing on revised literature it can be concluded that training is successful provided that [i] the strength of the aversive stimulus meets sensitivity of an individual horse, [ii] the aversive stimulus is terminated at a right moment to avoid the impression of punishment, and [iii] the animal is given enough time to assess its situation and make an independent decision in the form of adequate behavioural reaction. Neglecting any of these conditions may lead to substantial emotional problems, hyperactivity, or excessive fear in the horse-human relationship, regardless of the training method. However, we admit that the most successful NHT trainers reduce aversive stimulation to the minimum and that horses learn quicker with fear or stress reactions, apparently decreasing along with training process. Anyway, NHT should be acknowledged for absolutely positive role in pointing out the importance of proper stimulation in the schooling and welfare of horses. | ||||
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| Call Number | Equine Behaviour @ team @ | Serial | 5726 | ||
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| Author | Tibbetts, E.A. | ||||
| Title | Visual signals of individual identity in the wasp Polistes fuscatus | Type | Journal Article | ||
| Year | 2002 | Publication | Proceedings of the Royal Society B: Biological Sciences | Abbreviated Journal | Proc. Roy. Soc. Lond. B Biol. Sci. |
| Volume | 269 | Issue | 1423 | Pages | 1423-1428 |
| Keywords | hymenoptera; individual-recognition; learning-insect | ||||
| Abstract | Individual recognition is an essential component of interactions in many social systems, but insects are often thought incapable of the sophistication necessary to recognize individuals. If this were true, it would impose limits on the societies that insects could form. For example, queens and workers of the paper wasp Polistes fuscatus form a linear dominance hierarchy that determines how food, work and reproduction are divided within the colony. Such a stable hierarchy would be facilitated if individuals of different ranks have some degree of recognition. P. fuscatus wasps have, to our knowledge, previously undocumented variability in their yellow facial and abdominal markings that are intriguing candidates for signals of individual identity. Here, I describe these highly variable markings and experimentally test whether P. fuscatus queens and workers use these markings to identify individual nest-mates visually. I demonstrate that individuals whose yellow markings are experimentally altered with paint receive more aggression than control wasps who are painted in a way that does not alter their markings. Further, aggression declines towards wasps with experimentally altered markings as these novel markings become familiar to their nestmates. This evidence for individual recognition in P. fuscatus indicates that interactions between insects may be even more complex than previously anticipated. Full |
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| Call Number | Equine Behaviour @ team @ 929 | Serial | 4732 | ||
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| Author | Griffin, A.S. | ||||
| Title | Socially acquired predator avoidance: Is it just classical conditioning? | Type | Journal Article | ||
| Year | 2008 | Publication | Brain Research Bulletin | Abbreviated Journal | Special Issue:Brain Mechanisms, Cognition and Behaviour in Birds |
| Volume | 76 | Issue | 3 | Pages | 264-271 |
| Keywords | Learning; Classical (Pavlovian) conditioning; Social learning; Ecological specialization; General process theory; Ecology; Predation; Backward conditioning | ||||
| Abstract | Associative learning theories presume the existence of a general purpose learning process, the structure of which does not mirror the demands of any particular learning problem. In contrast, learning scientists working within an Evolutionary Biology tradition believe that learning processes have been shaped by ecological demands. One potential means of exploring how ecology may have modified properties of acquisition is to use associative learning theory as a framework within which to analyse a particular learning phenomenon. Recent work has used this approach to examine whether socially transmitted predator avoidance can be conceptualised as a classical conditioning process in which a novel predator stimulus acts as a conditioned stimulus (CS) and acquires control over an avoidance response after it has become associated with alarm signals of social companions, the unconditioned stimulus (US). I review here a series of studies examining the effect of CS/US presentation timing on the likelihood of acquisition. Results suggest that socially acquired predator avoidance may be less sensitive to forward relationships than traditional classical conditioning paradigms. I make the case that socially acquired predator avoidance is an exciting novel one-trial learning paradigm that could be studied along side fear conditioning. Comparisons between social and non-social learning of danger at both the behavioural and neural level may yield a better understanding of how ecology might shape properties and mechanisms of learning. | ||||
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| ISSN | 0361-9230 | ISBN | Medium | ||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 4697 | ||
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| Author | Byrne, R.W.; Bates, L.A. | ||||
| Title | Why are animals cognitive? | Type | Journal Article | ||
| Year | 2006 | Publication | Current Biology : CB | Abbreviated Journal | Curr Biol |
| Volume | 16 | Issue | 12 | Pages | R445-8 |
| Keywords | Animals; Arachnida/physiology; *Association Learning; *Behavior, Animal; *Cognition; Cooperative Behavior; Falconiformes/physiology; Pan troglodytes/physiology; Parrots/physiology; Passeriformes/physiology | ||||
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| Address | Centre for Social Learning and Cognitive Evolution, and Scottish Primate Research Group, School of Psychology, University of St Andrews, Fife KY16 9JP, Scotland | ||||
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| ISSN | 0960-9822 | ISBN | Medium | ||
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| Notes | PMID:16781995 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4708 | ||
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| Author | Healy, S.D.; Jones, C.M. | ||||
| Title | Animal learning and memory: an integration of cognition and ecology | Type | Journal Article | ||
| Year | 2002 | Publication | Zoology | Abbreviated Journal | Zoology |
| Volume | 105 | Issue | 4 | Pages | 321-327 |
| Keywords | cognitive ecology; spatial learning and memory; adaptive specialisation | ||||
| Abstract | Summary A wonderfully lucid framework for the ways to understand animal behaviour is that represented by the four [`]whys' proposed by Tinbergen (1963). For much of the past three decades, however, these four avenues have been pursued more or less in parallel. Functional questions, for example, have been addressed by behavioural ecologists, mechanistic questions by psychologists and ethologists, ontogenetic questions by developmental biologists and neuroscientists and phylogenetic questions by evolutionary biologists. More recently, the value of integration between these differing views has become apparent. In this brief review, we concentrate especially on current attempts to integrate mechanistic and functional approaches. Most of our understanding of learning and memory in animals comes from the psychological literature, which tends to use only rats or pigeons, and more occasionally primates, as subjects. The underlying psychological assumption is of general processes that are similar across species and contexts rather than a range of specific abilities. However, this does not seem to be entirely true as several learned behaviours have been described that are specific to particular species or contexts. The first conspicuous exception to the generalist assumption was the demonstration of long delay taste aversion learning in rats (Garcia et al., 1955), in which it was shown that a stimulus need not be temporally contiguous with a response for the animal to make an association between food and illness. Subsequently, a number of other examples, such as imprinting and song learning in birds (e.g., Bolhuis and Honey, 1998; Catchpole and Slater, 1995; Horn, 1998), have been thoroughly researched. Even in these cases, however, it has been typical for only a few species to be studied (domestic chicks provide the [`]model' imprinting species and canaries and zebra finches the song learning [`]models'). As a result, a great deal is understood about the neural underpinnings and development of the behaviour, but substantially less is understood about interspecific variation and whether variation in behaviour is correlated with variation in neural processing (see review by Tramontin and Brenowitz, 2000 but see ten Cate and Vos, 1999). | ||||
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| ISSN | 0944-2006 | ISBN | Medium | ||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 4741 | ||
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| Author | Björk, N. | ||||
| Title | Is it possible to measure the welfare of the ridden horse? | Type | Manuscript | ||
| Year | 2008 | Publication | Abbreviated Journal | ||
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| Keywords | horse, welfare, training, learning, measure, assess | ||||
| Abstract | Since the time of domestication, humans have trained horses for the purpose of serving man. Different training methods have been developed throughout the centuries; some were developed with consideration for the horse's welfare, while others disregarded welfare to a great extent. Most present day training is based upon making the horse perform a desired behaviour through dominance and subordination. Although cooperative training techniques have gained popularity, everyday training lacks the application of learning theory or neglects the horse's learning capacities and their species' specific behaviour. Thus, the horse's welfare may be jeopardised. The aim with this review is to consider methods that allow an objective assessment of the welfare of horses undergoing training. The review gives a brief insight into the history of horse training and handling. It proceeds with an overview of the horse"s learning abilities which is argued to be of paramount importance for effective training. The review then describes a few selected training techniques that are used today, based on negative and positive reinforcement, and discusses parameters from which it could be possible to assess the welfare of the ridden horse. The work concludes with suggestion for future |
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| Corporate Author | Thesis | Bachelor's thesis | |||
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| Call Number | Equine Behaviour @ team @ | Serial | 4749 | ||
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