Abstract: Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training.

Abstract: Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized.

Abstract: REASONS FOR PERFORMING STUDY: The relationship between the presence of radiological abnormalities and subsequent racing performance is controversial. However, as training is expensive and time consuming, it would save time and money to identify subjects with osteo-articular lesions not compatible with a normal racing career on the basis of routine radiographic screenings at yearling age. OBJECTIVES: To evaluate the impact of osteo-articular lesions on racing ability in French Trotters and identify radiographic changes associated with failure in 'qualification', in order to provide objective criteria for selection of horses based on their osteo-articular status. HYPOTHESIS: The influence of radiographic findings (RF) on racing ability depends on their nature, location, clinical relevance and number. METHODS: The limbs of 202 French Trotters were radiographed just before they started training. All the RF were graded according to a standardised protocol depending on their severity. The success in 'qualification' (first race in career of French Trotters) was the criteria used to assess racing ability. Breeders and trainers were questioned about the causes for horses not racing. RESULTS: Overall 113 (55.9%) horses qualified. Osteoarticular lesions were directly responsible for nonqualification in 31% of the horses. Subjects with more than one abnormal RF, with abnormal RF on the fore-, hind-fetlock or proximal tarsus were less likely to qualify. Dorsal modelling in the front fetlock and osteochondrosis of the lateral trochlear ridge of the femur also significantly reduced the qualification rate. CONCLUSIONS: Most RF are compatible with beginning a racing career, but severe RF or multiple abnormal RF significantly compromise future racing career. POTENTIAL RELEVANCE: This study supports the use of routine radiographic programmes for detection of osteoarticular lesions in yearlings. A synthetic radiographic score, based on both the severity and the number of lesions, could be useful for breeders and trainers as complementary information to select their horses.

Abstract: Because most learning studies in cephalopods have been performed on octopods, it remains unclear whether such abilities are specific to octopus, or whether they correlate with having a larger and more centrally organized brain. To investigate associative learning in a different cephalopod, six sexually mature cuttlefish (Sepia officinalis) participated in a counterbalanced, within-subjects, appetitive, classical conditioning procedure. Two plastic spheres (conditioned stimuli, CSs), differing in brightness, were presented sequentially. Presentation of the CS+ was followed 5 s later by a live feeder fish (unconditioned stimulus, US). Cuttlefish began to attack the CS+ with the same type of food-acquisition seizures used to capture the feeder fish. After seven blocks of training (42 presentations of each CS) the difference in seizure probability between CS+ and CS- trials more than doubled; and was found to be significantly higher in late versus early blocks. These results indicate that cuttlefish exhibit autoshaping under some conditions. The possible ecological significance of this type of learning is briefly discussed.

Abstract: The time-motion characteristics of Canadian basic- and medium-level dressage competitions are described, and the results are applied in formulating sport-specific conditioning programs. One competition was analyzed at the six levels from basic 1 to medium 3. Each test was divided into a series of sequences based on the type and speed of activity. The durations of the sequences were measured from videotapes. The basic-level tests had fewer sequences, and they were shorter in distance and duration than the medium tests (P < 0.10), but the average speed did not differ between the two levels. It is recommended that horses competing at the basic levels be conditioned using 5-min exercise periods, with short (10-s) bursts of lengthened trot and canter included at basic 2 and above. In preparation for medium-level competitions, the duration of the work periods increases to 7 min, 10- to 12-s bursts of medium or extended trot and canter are included, and transitions are performed frequently to simulate the energy expenditure in overcoming inertia.