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Santamaria, S., Bobbert, M. E., Back, W., Barneveld, A., & van Weeren, P. R. (2004). Variation in free jumping technique within and among horses with little experience in show jumping. Am J Vet Res, 65(7), 938–944.
Abstract: OBJECTIVE: To quantify variation in the jumping technique within and among young horses with little jumping experience, establish relationships between kinetic and kinematic variables, and identify a limited set of variables characteristic for detecting differences in jumping performance among horses. ANIMALS: Fifteen 4-year-old Dutch Warmblood horses. PROCEDURE: The horses were raised under standardized conditions and trained in accordance with a fixed protocol for a short period. Subsequently, horses were analyzed kinematically during free jumping over a fence with a height of 1.05 m. RESULTS: Within-horse variation in all variables that quantified jumping technique was smaller than variation among horses. However, some horses had less variation than others. Height of the center of gravity (CG) at the apex of the jump ranged from 1.80 to 2.01 m among horses; this variation could be explained by the variation in vertical velocity of the CG at takeoff (r, 0.78). Horses that had higher vertical velocity at takeoff left the ground and landed again farther from the fence, had shorter push-off phases for the forelimbs and hind limbs, and generated greater vertical acceleration of the CG primarily during the hind limb push-off. However, all horses cleared the fence successfully, independent of jumping technique. CONCLUSIONS AND CLINICAL RELEVANCE: Each horse had its own jumping technique. Differences among techniques were characterized by variations in the vertical velocity of the CG at takeoff. It must be determined whether jumping performance later in life can be predicted from observing free jumps of young horses.
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Farmer, K., Krueger, K., & Byrne, R. (2010). Visual laterality in the domestic horse (Equus caballus) interacting with humans. Anim. Cogn., 13, 229–238.
Abstract: Most horses have a side on which they are easier to handle and a direction they favour when working on a circle, and recent studies have suggested a correlation between emotion and visual laterality when horses observe inanimate objects. As such lateralisation could provide important clues regarding the horse’s cognitive processes, we investigated whether horses also show laterality in association with people. We gave horses the choice of entering a chute to left or right, with and without the passive, non-interactive presence of a person unknown to them. The left eye was preferred for scanning under both conditions, but significantly more so when a person was present. Traditionally, riders handle horses only from the left, so we repeated the experiment with horses specifically trained on both sides. Again, there was a consistent preference for left eye scanning in the presence of a person, whether known to the horses or not. We also examined horses interacting with a person, using both traditionally and bilaterally trained horses. Both groups showed left eye preference for viewing the person, regardless of training and test procedure. For those horses tested under both passive and interactive conditions, the left eye was preferred significantly more during interaction. We suggest that most horses prefer to use their left eye for assessment and evaluation, and that there is an emotional aspect to the choice which may be positive or negative, depending on the circumstances. We believe these results have important practical implications and that emotional laterality should be taken into account in training methods.
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Meyer, W., & Pakur, M. (1999). [Remarks on the domestic dog as an object of instruction for the education of the developing child]. Berl Munch Tierarztl Wochenschr, 112(4), 131–138.
Abstract: Based on an intensive analysis of literature, the study summarizes problems involved in the significance of domesticated dogs as objects of instruction and assistants of the education of children. Several important topics are discussed in view of advances for children in families keeping dogs. Such topics are mainly related to a general socio-emotional level, the support of cognitive development and character formation. Further aspects are the acquisition of a sense of responsibility, and the development of self-confidence, a sense of social membership and security, as well as important attributes of character such as frankness, broad mindedness, and sympathetic understanding. Moreover, knowledge about the life cycle and functions of body organs can be conveyed, and the dog could, at least in part, substitute for brothers and sisters. Basically, positive attitudes towards animals in general, as well as nature and environment are supported. All topics are critically commented and considered to be realistic or not. The supporting role of parents, in particular, is emphasized. Parental commitment should include deep concern with the typical attributes of the dog breed desired, and optimal dog keeping conditions to prevent harm to the children. The final commentary lays special emphasis on negative features of domestication for a pet owner, and cautions against non-biological and illusionary ideas about domesticated animals.
Keywords: Animals; Animals, Domestic; *Bonding, Human-Pet; Character; Child; *Child Development; Child, Preschool; Cognition; *Dogs; Emotions; Empathy; Humans
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