Abstract: Great ape gesture has become a research topic of intense interest, because its intentionality and flexibility suggest strong parallels to human communication. Yet the fundamental question of whether an animal species’ gestures carry specific meanings has hardly been addressed. We set out a systematic approach to studying intentional meaning in the gestural communication of non-humans and apply it to a sample of orangutan gestures. We propose that analysis of meaning should be limited to gestures for which (1) there is strong evidence for intentional production and (2) the recipient’s final reaction matches the presumed goal of the signaller, as determined independently. This produces a set of successful instances of gesture use, which we describe as having goal–outcome matches. In this study, 28 orangutans in three European zoos were observed for 9 months. We distinguished 64 gestures on structural grounds, 40 of which had frequent goal–outcome matches and could therefore be analysed for meaning. These 40 gestures were used predictably to achieve one of 6 social goals: to initiate an affiliative interaction (contact, grooming, or play), request objects, share objects, instigate co-locomotion, cause the partner to move back, or stop an action. Twenty-nine of these gestures were used consistently with a single meaning. We tested our analysis of gesture meaning by examining what gesturers did when the response to their gesture did not match the gesture’s meaning. Subsequent actions of the gesturer were consistent with our assignments of meaning to gestures. We suggest that, despite their contextual flexibility, orangutan gestures are made with the expectation of specific behavioural responses and thus have intentional meanings as well as functional consequences.

Abstract: A central question in the interspecific human/animal relationship is how domestic animals perceive humans as a significant element of their environment. In this study, we tested the hypothesis that the use of positive or negative reinforcement in horse training may have consequences on the animals’ perception of humans, as a positive, negative or neutral element. Two groups of ponies were trained to walk backwards in response to a vocal order using either positive or negative reinforcement. Heart rate monitors and behavioural observations were used to assess the animals’ perception of humans on the short (just after training) and long (5 months later) terms. The results showed that the type of reinforcement had a major effect on the subsequent animals’ perception of familiar and unfamiliar humans. Negative reinforcement was rapidly associated with an increased emotional state, as revealed by heart rate measurements and behavioural observations (head movements and ears laid back position). Its use led the ponies to seek less contact with humans. On the contrary, ponies trained with positive reinforcement showed an increased interest in humans and sought contact after training. This is especially remarkable as it was reached in a maximum of 5 sessions of 1 to 3 min (i.e. 5 to 15 min) and had lasting effects (visible after 5 months). Even learning was positively influenced by positive reinforcement. Overall, horses seem capable of associating humans to particular experiences and display extended long-term memory abilities.

Abstract: Abstract  Discrimination learning studies suggest that horses learn more easily using spatial than visible object-specific (OS) cues. However, spatial cues have generally confounded intra-array, distal and/or egocentric spatial information. It is also unclear whether conflicting cues compete for association or are redundantly encoded, and furthermore, the influence of prior experiences or training has not been quantified so far. We examined the effect of cue modality on unweaned foals’ performance in a discrimination learning task. After a pilot study confirmed that horses could perform the required OS cue discrimination, nine foals learnt to find food in one of three covered buckets, in any of four positions within a test arena. In Stage 1 the rewarded bucket was signified both by OS cues (pattern) and by relative spatial cues (position). On reaching criterion, cues were separated and foals had to ignore the inappropriate cue (Stage 2). Foals assigned to follow spatial cues (n = 5) completed Stage 2 faster than foals for whom OS cues remained consistent (n = 4). Spatial group foals all reached criterion without delay; no foal in the OS group reached criterion within the testing period. OS group foals initially persisted in responding to the previously correct position, adopting spatially-based strategies when this proved unsuccessful. The findings show for the first time that, even in the absence of distal spatial information, intra-array spatial cues were more salient than OS cues for foals in a food-finding task and learning appeared rather inflexible.

Abstract: Most animals must learn some of the behaviours in their repertoire, and some must learn most. Although learning is often thought of as an individual exercise, in nature much learning is social, i.e. under the influence of conspecifics. Social learners acquire novel information or skills faster and at lower cost, but risk learning false information or useless skills. Social learning can be divided into learning from social information and learning through social interaction. Different species have different mechanisms of learning from social information, ranging from selective attention to the environment due to the presence of others to copying of complete motor sequences. In vertical (or oblique) social learning, naïve individuals often learn skills or knowledge from parents (or other adults), whereas horizontal social learning is from peers, either immatures or adults, and more often concerns eavesdropping and public information use. Because vertical social learning is often adaptive, maturing individuals often have a preference for it over individual exploration. The more cognitively demanding social learning abilities probably evolved in this context, in lineages where offspring show long association with parents and niches are complex. Because horizontal learning can be maladaptive, especially when perishable information has become outdated, animals must decide when to deploy social learning. Social learning of novel skills can lead to distinct traditions or cultures when the innovations are sufficiently rare and effectively transmitted socially. Animal cultures may be common but to date taxonomic coverage is insufficient to know how common. Cultural evolution is potentially powerful, but largely confined to humans, for reasons currently unknown. A general theory of culture is therefore badly needed.

Abstract: Ziel der Untersuchung war es, herauszufinden, welche Auswirkungen eine Erhöhung der
Gruppengröße bei Jungpferden auf die Bewegungsaktivität, das Liege- und Sozialverhalten
und die Körperkondition hat. Hierfür wurden insgesamt 42 Pferde im Alter von ein
bis zwei Jahren in Laufstallhaltung in die Untersuchung einbezogen. Die Jungpferde aus
der Bewegungs- und Liegeverhaltensanalyse waren in zwei Kleingruppen (acht und
11 Tiere) und einer Großgruppe (23 Tiere) aufgestallt.
In der Bewegungsaktivität waren deutliche Unterschiede zu erkennen. Es ließ sich ein
positiver Einfluss einer höheren Tierzahl nachweisen, aber kein Einfluss des Alters. Beim
Ruheverhalten konnten höhere Liegezeiten und -frequenzen mit einer Zunahme der
Gruppengröße und eine Abnahme der Liegezeit mit zunehmendem Alter ermittelt werden.
Eine Störung des Liegeverhaltens durch Gruppengrößen, die nicht der natürlichen
Herdenstruktur des Pferdes entsprechen, wurde nicht nachgewiesen. Jedoch hatte die
Haltung der Jährlinge in der großen Gruppe einen Anstieg der repulsiven Verhaltensweisen
zur Konsequenz. Zudem zeigte die Bestimmung des Body Condition Scores
Unterschiede in der Körperkondition bei den Jährlingen der Groß- bzw. der Kleingruppe.
Einem Mangel an Bewegung, der für das Auftreten von Gliedmaßenerkrankungen und
Verhaltensstörungen verantwortlich gemacht wird, kann durch die Haltung von Jungpferden
in großen Gruppen entgegengewirkt werden.
[It is often discussed that the inactivity of horses causes diseases of their musculoskeletal system. Due to these problems the objective of the investigation was to quantify if the size of a group has an effect on the behaviour of young horses. Data from 42 horses in the age of one to two years have been involved in the investigation. The data of two small groups were compared with data of one big group with 23 horses. The movement and lying behaviour of 28 horses were measured with ALT pedometers. The social behaviour of 33 yearlings was documented by direct observation. The results show that the median of the movement time of horses in group A is 82 minutes per day. In group B this increases to a median of 101 and group C reaches the highest median of 149. In the case of lying time an increasing group size leads to a longer duration and a higher frequency of lying, whereas an increase in the age reduces the lying duration. International research studies have shown that keeping of horses in big group husbandry systems is not very common by the owners of horses. In contrast these investigations have shown that horse keeping in big groups has no negative influence on the social behaviour and the Body Condition Score of young horses.]