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Arnold, C., Krüger, K., & Bojer, M. (2020). Die Wirkung von Yoga auf Reiterinnen. Wald: Xenophon Verlag.
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Gadhöfer, R., Krüger, K., & Zanger, M. (2021). Der Bockhuf – Entstehung, Verlauf und Therapie. Wald: Xenophon Verlag.
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Hunt, G. R., Gray R.D., & Taylor, A. H. (2013). Why is tool use rare in animals? (Boesch C C. J. anz C, Ed.). Cambridge, MA.: Cambridge University Press.
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Heydebreck, K. von. (1928). Reitlehrer und Reiter in Uniform und Zivil eine Anleitung nach den Grundsätzen der deutschen Reitvorschrift (2., neubearb. Aufl ed.). Berlin: Mittler.
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A. Wiggins, & K. Crowston. (2011). From Conservation to Crowdsourcing: A Typology of Citizen Science. In 2011 44th Hawaii International Conference on System Sciences (pp. 1–10). 2011 44th Hawaii International Conference on System Sciences.
Abstract: Citizen science is a form of research collaboration involving members of the public in scientific research projects to address real-world problems. Often organized as a virtual collaboration, these projects are a type of open movement, with collective goals addressed through open participation in research tasks. Existing typologies of citizen science projects focus primarily on the structure of participation, paying little attention to the organizational and macrostructural properties that are important to designing and managing effective projects and technologies. By examining a variety of project characteristics, we identified five types-Action, Conservation, Investigation, Virtual, and Education- that differ in primary project goals and the importance of physical environment to participation.
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Sabou, M., Bontcheva, K., & Scharl, A. (2012). Crowdsourcing Research Opportunities: Lessons from Natural Language Processing. In Proceedings of the 12th International Conference on Knowledge Management and Knowledge Technologies (pp. 1–18). i-KNOW '12. New York, NY, USA: Acm.
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Krueger, K. (Ed.). (2008). Proceedings of the International Equine Science Meeting 2008. Wald: Xenophon Verlag.
Abstract: Target group: Biologists, Psychologists, Veterinarians and Professionals
Meeting target: Because the last international meeting on Equine Science took place a couple years ago, there is an urgent need for equine scientists to exchange scientific knowledge, coordinate research provide knowledge for practical application, and discus research results among themselves and with professionals who work with horses. Additionally, dialog concerning the coordination of the study “Equitation Science” in Europe is urgently needed. Coordination and cooperation shall arise from the meeting, enrich the research, and advance the application of scientific knowledge for the horses` welfare.
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Zentall, T. R. (2006). Imitation: definitions, evidence, and mechanisms. Anim. Cogn., 9(4), 335–353.
Abstract: Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found.
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Heyes, C. M. (1994). Social learning in animals: categories and mechanisms. Biol. Rev., 69(2), 207–231.
Abstract: There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
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Tyler, S. J. (1972). The behaviour and social organisation of the new Forest ponies. Anim. Behav. Monogr., 5(2), 85–196.
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