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Lagos, L.; Bárcena, F. |
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How to reduce wolf predation on wild ponies in Galicia? |
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2022 |
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Carnivore Damage Prevention News |
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CDPNews |
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24 |
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24-31 |
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Equine Behaviour @ team @ |
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6680 |
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Nowak, S.; Jedrzejewski, W.; Schmidt, K.; Theuerkauf, J.; Myslajek, R.W.; Jedrzejewska, B. |
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Title |
Howling activity of free-ranging wolves (Canis lupus) in the Bialowieza Primeval Forest and the Western Beskidy Mountains (Poland) |
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2006 |
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J Ethol |
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25 |
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Equine Behaviour @ team @ Nowak2006 |
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6459 |
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Gese, E.M.; Ruff, R.L. |
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Howling by coyotes (Canis latrans): variation among social classes, seasons, and pack sizes |
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1998 |
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Can J Zool |
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76 |
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Equine Behaviour @ team @ Gese1998 |
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6462 |
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Burla, J.-B.; Siegwart, J.; Nawroth, C. |
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Title |
Human Demonstration Does Not Facilitate the Performance of Horses (Equus caballus) in a Spatial Problem-Solving Task |
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2018 |
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Animal |
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Animal |
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8 |
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6 |
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96 |
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detour task; equids; social cognition; social learning; spatial cognition |
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Horses’ ability to adapt to new environments and to acquire new information plays an important role in handling and training. Social learning in particular would be very adaptive for horses as it enables them to flexibly adjust to new environments. In the context of horse handling, social learning from humans has been rarely investigated but could help to facilitate management practices. We assessed the impact of human demonstration on the spatial problem-solving abilities of horses during a detour task. In this task, a bucket with a food reward was placed behind a double-detour barrier and 16 horses were allocated to two test groups of 8 horses each. One group received a human demonstration of how to solve the spatial task while the other group received no demonstration. We found that horses did not solve the detour task more often or faster with human demonstration. However, both test groups improved rapidly over trials. Our results suggest that horses prefer to use individual rather than social information when solving a spatial problem-solving task |
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Equine Behaviour @ team @ |
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6392 |
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Palacios, V.; Font, E.; Marquez, R. |
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Title |
Iberian wolf howls: acoustic structure, individual variation, and a comparison with North American populations |
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2007 |
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J Mammal |
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88 |
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Equine Behaviour @ team @ Palacios2007 |
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6469 |
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Baragli, P.; Scopa, C.; Maglieri, V.; Palagi, E. |
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Title |
If horses had toes: demonstrating mirror self recognition at group level in Equus caballus |
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2021 |
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Animal Cognition |
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Anim. Cogn. |
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Mirror self-recognition (MSR), investigated in primates and recently in non-primate species, is considered a measure of self-awareness. Nowadays, the only reliable test for investigating MSR potential skills consists in the untrained response to a visual body mark detected using a reflective surface. Here, we report the first evidence of MSR at group level in horses, by facing the weaknesses of methodology present in a previous pilot study. Fourteen horses were used in a 4-phases mirror test (covered mirror, open mirror, invisible mark, visible colored mark). After engaging in a series of contingency behaviors (looking behind the mirror, peek-a-boo, head and tongue movements), our horses used the mirror surface to guide their movements towards their colored cheeks, thus showing that they can recognize themselves in a mirror. The analysis at the group level, which 'marks' a turning point in the analytical technique of MSR exploration in non-primate species, showed that horses spent a longer time in scratching their faces when marked with the visible mark compared to the non-visible mark. This finding indicates that horses did not see the non-visible mark and that they did not touch their own face guided by the tactile sensation, suggesting the presence of MSR in horses. Although a heated debate on the binary versus gradualist model in the MSR interpretation exists, recent empirical pieces of evidence, including ours, indicate that MSR is not an all-or-nothing phenomenon that appeared once in phylogeny and that a convergent evolution mechanism can be at the basis of its presence in phylogenetically distant taxa. |
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1435-9456 |
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Equine Behaviour @ team @ Baragli2021 |
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6631 |
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Author |
Galef, B.G. |
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Title |
Imitation and local enhancement: Detrimental effects of consensus definitions on analyses of social learning in animals |
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2013 |
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Behavioural Processes |
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100 |
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123-130 |
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Imitation; Local enhancement; Emulation; Copying; Culture; Tradition |
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Development of a widely accepted vocabulary referring to various types of social learning has made important contributions to decades of progress in analyzing the role of socially acquired information in the development of behavioral repertoires. It is argued here that emergence of a consensus vocabulary, while facilitating both communication and research, has also unnecessarily restricted research on social learning. The article has two parts. In the first, I propose that Thorndike, 1898, Thorndike, 1911 definition of imitation as “learning to do an act from seeing it done” has unduly restricted studies of the behavioral processes involved in the propagation of behavior. In part 2, I consider the possibility that success in labeling social learning processes believed to be less cognitively demanding than imitation (e.g. local and stimulus enhancement, social facilitation, etc.) has been mistaken for understanding of those processes, although essentially nothing is known of their stimulus control, development, phylogeny or substrate either behavioral or physiological. |
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0376-6357 |
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Equine Behaviour @ team @ |
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6419 |
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Author |
Whiten, A. |
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Imitation of the sequential structure of actions by chimpanzees |
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1998 |
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J Comp Psychol |
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11 |
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Equine Behaviour @ team @ Whiten1998 |
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6291 |
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Gardner, E.L.; Engel, D.R. |
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Imitational and social facilitatory aspects of observational learning in the laboratory rat |
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1971 |
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Psychonomic Science |
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Psychon. Sci. |
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25 |
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1 |
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5-6 |
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Rats acquired a food-motivated leverpressing response by “observational learning” or by trial-and-error learning under conditions of social facilitation or isolation. Both the observational learning and social facilitation Ss learned faster than did the isolated trial-and-error Ss. There was no difference in speed of learning between the observational learning and social facilitation groups. It is suggested that some previous studies purporting to demonstrate observational learning may have demonstrated socially facilitated trial-and-error learning instead. |
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0033-3131 |
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Equine Behaviour @ team @ Gardner1971 |
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6421 |
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Author |
Dugnol, B.; Fernández, C.; Galiano, G.; Velasco, J. |
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Implementation of a diffusive differential reassignment method for signal enhancement: An application to wolf population counting |
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2007 |
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Appl Math Comput |
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193 |
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Equine Behaviour @ team @ Dugnol2007 |
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6465 |
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