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Rozempolska-Ruciń ska, Iwona; Trojan, Maciej; Kosik, Elż bieta; Próchniak, Tomasz; Górecka-Bruzda, Aleksandra |
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How “natural” training methods can affect equine mental state? A critical approach -- a review |
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Journal Article |
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2013 |
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Animal Science Papers & Reports |
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31 |
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3 |
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185 |
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HORSES -- Training; HORSEMANSHIP; HUMAN-animal relationships; LEARNING in animals; ANIMAL psychology; ANIMAL intelligence; ANIMAL welfare |
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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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Equine Behaviour @ team @ |
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5726 |
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Watanabe, S. |
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How animal psychology contributes to animal welfare |
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Journal Article |
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2007 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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106 |
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4 |
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193-202 |
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Animal welfare; Anthropomorphism; Animal psychology; Reinforcement; Socially constructed concept |
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This article explores the contribution of animal psychology to animal welfare. Since animal welfare includes subjective welfare, it is crucial to know the subjective world of animals. Analysis of the concept of anthropomorphism is particularly important because it is a basic idea of animal ethics. The history of animal psychology, focusing on anthropomorphism and behaviourism, is briefly described, and then measurement of the subjective experience of animals in two ways, namely animal cognition and pleasure or reinforcing effects, is reported. Finally, it is suggested that animal welfare is not a permanently fixed idea, but a socially constructed one that can be changed. To gain widespread agreement about a socially constructed idea, it is important to know in which circumstances ordinary people employ metaphorical extension to an understanding of animal behaviour. In other words, a survey of “folk animal psychology” is important in order to establish a consensus about animal welfare. |
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Equine Behaviour @ team @ |
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2888 |
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Ronald J. Schusterman; Colleen J. Reichmuth; David Kastak |
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How Animals Classify Friends and Foes |
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Journal Article |
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2000 |
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Current Directions in Psychological Science |
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Curr. Dir. Psychol. Sci. |
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9 |
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1-6 |
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refbase @ user @ |
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3477 |
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Nicol, C.J. |
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How animals learn from each other |
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Journal Article |
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2006 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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100 |
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1-2 |
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58-63 |
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Social learning; Chickens; Demonstrators; Dominance |
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This paper explores ways by which animals may learn from one another, using examples drawn mostly from the chicken, an animal for which social learning is likely to be less dangerous than individual learning. In early life, the behaviour of the hen is important in encouraging chicks to peck at edible items. Maternal display not only attracts chicks to profitable food items, but also redirects their attention away from harmful or non-profitable items. Older chicks can enhance their foraging success by observing the behaviour of conspecifics within their own social group. Hens have been trained to perform a novel behaviour (key-pecking for food) by observation of a trained demonstrator bird. Moreover, observers learnt most from watching dominant demonstrators. Thus the ability to learn from others is not `fixed', but depends on the context and the social identity of both the observer and the demonstrator. |
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564 |
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Rilling, M.E.; Neiworth, J.J. |
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How animals use images |
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1991 |
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Science Progress |
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Sci Prog |
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75 |
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298 Pt 3-4 |
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439-452 |
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Animals; Association Learning; Columbidae; *Concept Formation; *Imagination; *Mental Recall; Motion Perception; Problem Solving; *Thinking; *Visual Perception |
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Animal cognition is a field within experimental psychology in which cognitive processes formerly studied exclusively with people have been demonstrated in animals. Evidence for imagery in the pigeon emerges from the experiments described here. The pigeon's task was to discriminate, by pecking the appropriate choice key, between a clock hand presented on a video screen that rotated clockwise with constant velocity from a clock hand that violated constant velocity. Imagery was defined by trials on which the line rotated from 12.00 o'clock to 3.00 o'clock, then disappeared during a delay, and reappeared at a final stop location beyond 3.00 o'clock. After acquisition of a discrimination with final stop locations at 3.00 o'clock and 6.00 o'clock, the evidence for imagery was the accurate responding of the pigeons to novel locations at 4.00 o'clock and 7.00 o'clock. Pigeons display evidence of imagery by transforming a representation of movement that includes a series of intermediate steps which accurately represent the location of a moving stimulus after it disappears. |
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Department of Psychology, Michigan State University, East Lansing 48824 |
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English |
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0036-8504 |
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PMID:1842858 |
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Equine Behaviour @ team @ |
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2831 |
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Schneider, A.-C.; Melis, A.P.; Tomasello, M. |
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How chimpanzees solve collective action problems |
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2012 |
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Proceedings of the Royal Society B: Biological Sciences |
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We presented small groups of chimpanzees with two collective action situations, in which action was necessary for reward but there was a disincentive for individuals to act owing to the possibility of free-riding on the efforts of others. We found that in simpler scenarios (experiment 1) in which group size was small, there was a positive relationship between rank and action with more dominant individuals volunteering to act more often, particularly when the reward was less dispersed. Social tolerance also seemed to mediate action whereby higher tolerance levels within a group resulted in individuals of lower ranks sometimes acting and appropriating more of the reward. In more complex scenarios, when group size was larger and cooperation was necessary (experiment 2), overcoming the problem was more challenging. There was highly significant variability in the action rates of different individuals as well as between dyads, suggesting success was more greatly influenced by the individual personalities and personal relationships present in the group. |
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Equine Behaviour @ team @ |
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5629 |
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Koba, Y.; Tanida, H. |
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How do miniature pigs discriminate between people? The effect of exchanging cues between a non-handler and their familiar handler on discrimination |
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1999 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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61 |
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3 |
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239-252 |
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Pigs; Handling; Learning; Human-animal relationships |
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Behavioural tests using operant conditioning were conducted to examine how miniature pigs discriminate between people. During a 3-week handling period, six 8-week-old pigs were touched and fed raisins as a reward whenever they approached their handler. In subsequent training, the handler and a non-handler wearing dark blue and white coveralls, respectively, and wearing different eau de toilette fragrances sat at each end of a Y-maze. Pigs were rewarded with raisins when they chose the handler. Successful discrimination occurred when the pig chose the handler at least 15 times in 20 trials (P<0.05: by χ2 test). When all pigs exhibited successful discrimination under these standard conditions, they were exposed to Experiments 1 through 4. In Experiment 1, (1) handler and non-handler exchanged colours of coveralls; (2) handler and non-handler exchanged eau de toilette; (3) handler and non-handler exchanged both cues. The non-handler was chosen significantly more often following the exchange of coverall colours and the exchange of both coverall colours and eau de toilette. However, the handler was chosen significantly more frequently following exchange of eau de toilette only. In Experiment 2, when both handler and non-handler wore coveralls of the handler's original colour, the pigs had difficulty discriminating between them. In Experiment 3, both handler and non-handler wore coveralls of new colours. The pigs easily chose the handler wearing red or blue vs. white coveralls. In Experiment 4, (1) two novel people wore coveralls of the original colours of handler and non-handler; (2) the test with the original experimenters was conducted under the original conditions but in a novel place. Between novel people, the one wearing the handler's original colour of coveralls was preferentially chosen by the pigs. The pigs had difficulty discriminating the handler from the non-handler in a novel place. Pigs appear to discriminate between a familiar handler and a non-familiar person based primarily on visual cues, prominent of which is colour of clothing. |
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refbase @ user @ |
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840 |
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Koba, Y.; Tanida, H. |
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How do miniature pigs discriminate between people?: Discrimination between people wearing coveralls of the same colour |
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2001 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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73 |
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1 |
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45-58 |
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Pigs; Learning; Recognition; Human-animal relationships |
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Seven experiments were conducted on four miniature pigs to determine: (1) whether the pigs can discriminate between people wearing the same coloured clothing; (2) what cues they rely on if they could discriminate. For 2 weeks before the experiments began, the pigs were conditioned in a Y-maze to receive raisins from the rewarder wearing dark blue coveralls. They were then given the opportunity to choose the rewarder or non-rewarder in these experiments. Each session consisted of 20 trials. Successful discrimination was that the pig chose the rewarder at least 15 times in 20 trials (P<0.05: by χ2-test). In Experiment 1, both rewarder and non-rewarder wore dark blue coveralls. By 20 sessions, all pigs successfully identified the rewarder. In Experiment 2: (1) both wore coveralls of the same new colours or (2) one of them wore coveralls of new colours. They significantly preferred the rewarder even though the rewarder and/or non-rewarder wore coveralls of new colours. In Experiment 3, both wore dark blue coveralls but olfactory cues were obscured and auditory cues were not given. The pigs were able to identify the rewarder successfully irrespective of changing auditory and olfactory cues. In Experiment 4, both wore dark blue coveralls but covered part of their face and body in different ways. The correct response rate decreased when a part of the face and the whole body of the rewarder and non-rewarder were covered. In Experiment 5, both wore dark blue coveralls and changed their apparent body size by shifting sitting position. The correct response rate increased as the difference in body size between the experimenters increased. In Experiment 6, the distance between the experimenters and the pig was increased by 30 cm increments. The correct response rate of each pig decreased as the experimenters receded from the pig, but performance varied among the pigs. In Experiment 7, the light intensity of the experimental room was reduced from 550 to 80 lx and then to 20 lx. The correct response rate of each pig decreased with the reduction in light intensity, but all the pigs discriminated the rewarder from the non-rewarder significantly even at 20 lx. In conclusion, the pigs were able to discriminate between people wearing coveralls of the same colour after sufficient reinforcement. These results indicate that pigs are capable of using visual cues to discriminate between people. |
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refbase @ user @ |
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839 |
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Sigurjonsdottir, H. |
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How does group stability and composition affect interactions in horse groups? |
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Conference Article |
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2012 |
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Proceedings of the 2. International Equine Science Meeting |
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Proc. 2. Int. Equine. Sci. Mtg |
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in press |
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Results from studies on the social behaviour of the Icelandic horse kept in different types of groups will be presented. Most groups were studied for more than 75 hours. The groups vary in composition and in stability. Some groups include stallions (6 groups) while others breeding mares and foals (1), geldings, mares, sub-adults and foals (3), geldings, sub-adults and mares (2), geldings and mares (4), one-sex 1year olds (3) and sub-adults (1). In some of the groups the residency of individual horses was similar (stable groups) while in others the composition changed frequently or unfamiliar horses were all put together at the same time. The results show that both negative and positive interactions are more frequent in unstable groups. Also, interesting differences emerged when different group types were compared. The results are important for management and will be discussed in that context. KW - |
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Sigurjonsdottir, H. |
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Xenophon Publishing |
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Wald |
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Krueger, K. |
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978-3-9808134-26 |
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Equine Behaviour @ team @ |
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5535 |
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Bode, N.W.F.; Faria, J.J.; Franks, D.W.; Krause, J.; Wood, A.J. |
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How perceived threat increases synchronization in collectively moving animal groups |
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2010 |
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Proceedings of the Royal Society B: Biological Sciences |
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Proc. Roy. Soc. Lond. B Biol. Sci. |
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277 |
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1697 |
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3065-3070 |
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Nature is rich with many different examples of the cohesive motion of animals. Previous attempts to model collective motion have primarily focused on group behaviours of identical individuals. In contrast, we put our emphasis on modelling the contributions of different individual-level characteristics within such groups by using stochastic asynchronous updating of individual positions and orientations. Our model predicts that higher updating frequency, which we relate to perceived threat, leads to more synchronized group movement, with speed and nearest-neighbour distributions becoming more uniform. Experiments with three-spined sticklebacks (Gasterosteus aculeatus) that were exposed to different threat levels provide strong empirical support for our predictions. Our results suggest that the behaviour of fish (at different states of agitation) can be explained by a single parameter in our model: the updating frequency. We postulate a mechanism for collective behavioural changes in different environment-induced contexts, and explain our findings with reference to confusion and oddity effects. |
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10.1098/rspb.2010.0855 |
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Equine Behaviour @ team @ |
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5188 |
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