| Home | [1–10] << 11 12 13 14 15 16 17 18 19 20 >> [21–21] |
|
Rogers, L. J. (2002). Evolution of Side Biases: Motor versus Sensory Lateralization. In M. K. Mandal, M. B. Bulman-Fleming, & G. Tiwari (Eds.), Side Bias: A Neuropsychological Perspective (3-p. 40). Springer Netherlands.
|
|
R. J. Andrew, & J. A. S. Watkins (Eds.). (2002). Evidence of cerebral lateralization from senses other than vision. New York: Cambridge University Press.
|
|
Nicol, C. J. (2002). Equine learning: progress and suggestions for future research. Appl. Anim. Behav. Sci., 78(2-4), 193–208.
Abstract: Horses are well able to form classical and instrumental associations and so the focus of much recent research has been on the stimulus control of instrumental learning. Horses appear to discriminate using spatial cues more easily than other stimulus features, as indicated both by the speed of initial task acquisition and by the extent to which acquired discriminations can be reversed. Phenomena associated with discrimination learning in laboratory animals, including generalisation and peak shift, have been demonstrated in horses. However, the ability of horses to classify stimuli into categories is more controversial. Although there is some evidence that horses may be able to form categories based on similarities in the physical appearance of different stimuli, there is currently no evidence that they are able to develop abstract concepts. Their performance on social learning tasks has also been poor. Few correlations are observed between the learning ability of individual horses on different tasks, suggesting that it may not be possible to classify individual horses as `good' or `poor' learners. Better learning performance by horses that are naturally calm is probably due to reduced interference in the learning process. Correct handling procedures can lower reactivity levels in horses, and may facilitate learning in some circumstances. Future research on equine learning needs to take into account the complex nature of equine social interaction. Studies on the effects of stress on learning, and on social and spatial cognition, are also particularly needed.
Keywords: Learning; Horse; Equine; Discrimination; Training
|
|
Moehlman, P. D. (Ed.). (2002). Equids: zebras, asses and horses: status survey and conservation action plan. Gland, Switzerland: IUCN.
Abstract: Once one of the most abundant grazing animals, now only seven species remain. Equids persist in some of the harshest climates and terrains in the world, habitats which are also home to many human populations. Conservation will depend on local nomadic pastoralists participating in, and benefiting from, the conservation management of their areas. Included are summaries of the conservation status, biology and ecology of wild zebras, asses, and horses and recommendations for conservation action
Quantity: or Sign in to turn on 1-Click ordering. More Buying Choices 3 used & new from $31.46 Get it for less! Order it used Have one to sell? Sell yours here Tell a Friend Equids: Zebras, Asses And Horses: Status Survey And Conservation Action Plan Publisher: learn how customers can search inside this book. Equids: Zebras, Asses And Horses: Status Survey And Conservation Action Plan (Paperback) by Patricia D Moehlman (Editor) No customer reviews yet.Be the first. List Price: $32.00 Price: $32.00 & this item ships for FREE with Super Saver Shipping. Details Availability: In Stock. Ships from and sold by Amazon.com. Gift-wrap available. Only 1 left in stock--order soon (more on the way). Want it delivered Friday, June 29? Order it in the next 8 hours and 13 minutes, and choose One-Day Shipping at checkout. See details 3 used & new available from $31.46 Keep connected to what's happening in the world of books by signing up for Amazon.com Books Delivers, our monthly subscription e-mail newsletters. Discover new releases in your favorite categories, popular pre-orders and bestsellers, exclusive author interviews and podcasts, special sales, and more. Editorial Reviews Book Description The new Equid Action Plan provides current knowledge on the biology, ecology and conservation status of wild zebras, asses, and horses. It specifies what information is lacking, and prioritizes needed conservation actions. The Action Plan also provides chapters on equid taxonomy, genetics, reproductive biology, and population dynamics. These chapters highlight unsolved issues of taxonomy and genetics. They also provide information and insight into the special demographic and genetic challenges of managing small populations. The chapter on disease provides a review of documented equine disease and epidemiology and focuses on priorities for equid conservation health. The final chapter deals with the importance of developing an assessment methodology that explicitly considers the role of equids in ecosystems and the ecological processes that are necessary for ecosystem viability. The approach of combining ecological field studies and ecosystem modeling should prove useful for the scientific management and conservation of wild equids worldwide. These chapters provide research and conservation practitioners with new information and paradigms. |
|
McDonnell, S. M., & Poulin, A. (2002). Equid play ethogram. Appl. Anim. Behav. Sci., 78(2-4), 263–290.
Abstract: An ethogram of play behavior among equids was developed. Several key English-language studies on equids were reviewed to derive a preliminary inventory of specific behaviors to be included in the ethogram. Our primary observations were based on a herd of semi-feral Shetland-type ponies kept at New Bolton Center, University of Pennsylvania School of Veterinary Medicine, Kennett Square, PA. Greater than 100 h of direct observation and photo-documentation focused specifically on play in order to identify play behaviors to be added to the preliminary inventory and to obtain detailed descriptions of each behavior. Additionally, these observations were supplemented with photographs obtained during several years of observational study of this herd for other purposes, and with the cumulative equid observational experience and study notes of the principal investigator with other equid species. An initial draft was sent out to 18 equine behavior colleagues for review. A total of 38 individual behaviors classified into four distinct categories were included in the ethogram. These included object play (14 entries), play sexual behavior (3 entries), locomotor play (14 entries) and play fighting (7 entries). All of the behaviors catalogued from direct observation of the herd were also found in the equid literature. The resulting ethogram offers a practical tool as a field guide or reference for quantitative research and other studies of equid play behavior as well as for teaching of equid behavior.
Keywords: Equine; Pony; Zebra; Donkey; Przewalski horse; Play behavior; Ethogram
|
|
Preston, S. D., & de Waal, F. B. M. (2002). Empathy: Its ultimate and proximate bases. Behav Brain Sci, 25(1), 1–20; discussion 20–71.
Abstract: There is disagreement in the literature about the exact nature of the phenomenon of empathy. There are emotional, cognitive, and conditioning views, applying in varying degrees across species. An adequate description of the ultimate and proximate mechanism can integrate these views. Proximately, the perception of an object's state activates the subject's corresponding representations, which in turn activate somatic and autonomic responses. This mechanism supports basic behaviors (e.g., alarm, social facilitation, vicariousness of emotions, mother-infant responsiveness, and the modeling of competitors and predators) that are crucial for the reproductive success of animals living in groups. The Perception-Action Model (PAM), together with an understanding of how representations change with experience, can explain the major empirical effects in the literature (similarity, familiarity, past experience, explicit teaching, and salience). It can also predict a variety of empathy disorders. The interaction between the PAM and prefrontal functioning can also explain different levels of empathy across species and age groups. This view can advance our evolutionary understanding of empathy beyond inclusive fitness and reciprocal altruism and can explain different levels of empathy across individuals, species, stages of development, and situations.
|
|
Desire L., Boissy A., & Veissier I. (2002). Emotions in farm animals: – a new approach to animal welfare in applied ethology. Behav. Process., 60, 165–180.
|
|
Powers, P., & Harrison, A. (2002). Effects of the rider on the linear kinematics of jumping horses. Sports Biomech, 1(2), 135–146.
Abstract: This study examined the effects of the rider on the linear projectile kinematics of show-jumping horses. SVHS video recordings (50 Hz) of eight horses jumping a vertical fence 1 m high were used for the study. Horses jumped the fence under two conditions: loose (no rider or tack) and ridden. Recordings were digitised using Peak Motus. After digitising the sequences, each rider's digitised data were removed from the ridden horse data so that three conditions were examined: loose, ridden (including the rider's data) and riderless (rider's data removed). Repeated measures ANOVA revealed significant differences between ridden and loose conditions for CG height at take-off (p < 0.001), CG distance to the fence at take-off (p = 0.001), maximum CG during the suspension phase (p < 0.001), CG position over the centre of the fence (p < 0.001), CG height at landing (p < 0.001), and vertical velocity at take-off (p < 0.001). The results indicated that the rider's effect on jumping horses was primarily due to behavioural changes in the horses motion (resulting from the rider's instruction), rather than inertial effects (due to the positioning of the rider on the horse). These findings have implications for the coaching of riders and horses.
|
|
BROUCEK, J., UHRINCAT, M., ARAVE, C. W., FRIEND, T. H., MIHINA, S., KISAC, P., et al. (2002). Effects of Rearing Methods of Heifers during Milk Replacement Period. Czech J. Anim. Sci, 71(4), 509–516.
Abstract: Fifty-eight Holstein heifer calves were assigned to one out of three treatment groups after having nursed by their mothers for the first week: BN) individual hutch, bucket with nipple n=25; DF)loose housing pen, machine milk feeder, n=16; NC) loose housing pen, nursing cow, n=17. After weaning at 8 weeks, all calves were kept in group pens. At 15 weeks of age, the behaviour in the 6-unit maze (16.4 – 4.5 m) was determined. On the first observation day, the calves were tested five times (the first one for training); on the second day there were four runs. The calves had to solve two tasks. In task A, the passage was open on the left side, and on the right side (task B) on the next day. We were testing the following hypothesis: the speed of traversing the maze is affected by the rearing system. The slowest were NC calves. On the first day (task A), the average time to traverse the maze among treatments DF (43.9 s), BN (53 s) and NC (111.3 s) was different (F = 8.26*, P = 0.0007). On the second day (task B), the averages were: BN 77.1 s, DF 83.8 s and DC 166.6 s (F=8.17*, P = 0.0008). The results indicate that the feeding method and housing used to rear calves may have a significant impact on their maze behaviour.
|
|
Christensen, J. W., Ladewig, J., Sondergaard, E., & Malmkvist, J. (2002). Effects of individual versus group stabling on social behaviour in domestic stallions. Appl. Anim. Behav. Sci., 75(3), 233–248.
Abstract: Domestic horses (Equus caballus) are typically kept in individual housing systems, in which they are deprived of physical contact. In order to study the effects of social restrictions on behaviour in young horses, nineteen 2-year-old stallions were housed either singly (n=7), or in groups of three (n=12) for 9 months. Subsequently, the stallions were released into two separate 2 ha enclosures according to treatment, and recordings were made on social interactions and nearest neighbours during a 6-week-period, 28 h per week. Previously group stabled stallions frequently had a former group mate as their nearest neighbour (P=0.001), whereas previously singly stabled stallions did not associate more with their former box neighbours, to whom physical contact was limited by bars during the previous treatment. The nearest neighbour was more frequently recorded to be within one horselength of singly stabled than of group stabled stallions (P=0.005). More aggressive behaviour was recorded in the group of previously singly stabled stallions, i.e. bite threats (P=0.032), whereas group stabled stallions tended to make more use of subtle agonistic interactions (displacements, submissive behaviour). Singly stabled stallions also responded to the 9 months of social deprivation by significantly increasing the level of social grooming (P<0.001) and play behaviour (P<0.001), when subsequently interacting freely with other horses. The increased occurrence may relate to a build-up of motivation (a rebound effect), as well as to external factors, such as playful pasture companions and the increased space allowance of the pasture. It is concluded that 2-year-old domestic stallions are sensitive to social deprivation and that stabling has long-term effects, lasting 6 weeks at least, on the social behaviour in stallions.
Keywords: Horse; Individual stabling; Group stabling; Social behaviour
|