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Hockenhull, J., & Creighton, E. (2010). Unwanted oral investigative behaviour in horses: A note on the relationship between mugging behaviour, hand-feeding titbits and clicker training. Appl. Anim. Behav. Sci., 127(3-4), 104–107.
Abstract: Unwanted oral investigative in horses has been anecdotally attributed to the practice of hand-feeding. Fears over such behaviour developing as a consequence of using food rewards, for example in clicker training, have been implicated as a common reason for not employing food-based positive reinforcement training techniques. This study used data generated as part of a larger research project, and explored associations between five common oral investigative behaviours and the practices of hand-feeding and clicker training. Data were from a convenience sample of UK leisure horse owners using two self-administered Internet surveys. Ninety-one percent of respondents reported giving their horse food by hand and this practice was significantly associated with three of the five oral investigative behaviours, licking hands (P = 0.006), gently searching clothing (P < 0.001) and roughly searching clothing (P = 0.003). Nipping hands and biting clothes were not associated with hand-feeding, suggesting that risk factors for these behaviours originate outside of this practice. Clicker training techniques were employed by 14% of respondents and their use was not associated with the incidence of any of the five oral investigative behaviours. These findings suggest that horse owners should not be deterred from using food-based positive reinforcement techniques with their horses, as fears that this practice will result in unwanted oral investigative behaviours from their horses appear unfounded.
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Schultz, P. N., Remick-Barlow, G. A., & Robbins, L. (2007). Equine-assisted psychotherapy: a mental health promotion/intervention modality for children who have experienced intra-family violence. Health & Social Care in the Community, 15(3), 265–271.
Abstract: Equine-assisted psychotherapy (EAP) is a specialized form of psychotherapy using the horse as a therapeutic tool. This modality is designed to address self-esteem and personal confidence, communication and interpersonal effectiveness, trust, boundaries and limit-setting, and group cohesion. Substantial numbers of children witness family violence. There is evidence that violence between parents has adverse effects on the children in the family. These children are at greater risk of behavioural problems and mental health disorders, including anxiety, anger, depression and suicidal ideations, withdrawal, low self-esteem, and attention deficit hyperactivity disorder. The purpose of the present pilot study was to test the efficacy of EAP in a cross-sectional group of children referred to a psychotherapist for various childhood behavioural and mental health issues over an 18-month period (June 2003–January 2005). Sixty-three children received a mean number of 19 EAP sessions. Scores on the Children's Global Assessment of Functioning (GAF) Scale were determined pre- and post-treatment. The mean (± standard deviation, SD) pretreatment score was 54.1 (SD 3.2) and post treatment mean score was 61.7 ± 5.0 (t = 9.06, d.f. = 96, P < 0.001). All children showed improvement in GAF scores, and there was a statistically significant correlation between the percentage improvement in the GAF scores and the number of sessions given (r = 0.73, P = 0.001). Univariate analysis showed that the greatest improvement in the GAF scores occurred in the youngest of the subjects. Children in the group who had a history of physical abuse and neglect had a statistically significant greater percentage improvement in GAF scores after treatment than those who did not have a history of abuse and neglect. This study has demonstrated a quick response to EAP, especially in younger children, but it remains to be determined what kind of long-term effects this type of intervention may provide.
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Ben-Shlomo, G., Plummer, C., Barrie, K., & Brooks, D. (2012). Characterization of the normal dark adaptation curve of the horse. Veterinary Ophthalmology, 15(1), 42–45.
Abstract: Objective The goal of this work is to study the dark adaptation curve of the normal horse electroretinogram (ERG). Procedures The electroretinographic responses were recorded from six healthy female ponies using a contact lens electrode and a mini-Ganzfeld electroretinographic unit. The horses were sedated intravenously with detomidine, an auriculopalpebral nerve block was then performed, and the pupil was fully dilated. The ERG was recorded in response to a low intensity light stimulus (30 mcd.s/m2) that was given at times (T) T = 5, 10, 15, 20, 25, 30, 40, 50, and 60 min of dark adaptation. Off-line analysis of the ERG was then performed. Results Mean b-wave amplitude of the full-field ERG increased continuously from 5 to 25 min of dark adaptation. The b-wave amplitude peaked at T = 25, however, there was no statistical significance between T = 20 and T = 25. The b-wave amplitude then remained elevated with no significant changes until the end of the study at T = 60 (P > 0.49). The b-wave implicit time increased continuously between T = 5 and T = 20, then gradually decreased until T = 60. No distinct a-wave was observed during the testing time. Conclusions Evaluation of horse rod function or combined rod/cone function by means of full-field ERG should be performed after a minimum 20 min of dark adaptation.
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McGreevy, P. D., & McLean, A. N. (2007). Roles of learning theory and ethology in equitation. Journal of Veterinary Behavior: Clinical Applications and Research, 2(4), 108–118.
Abstract: By definition, ethology is primarily the scientific study of animal behavior, especially as it occurs in a natural environment; applied ethology being the study of animal behavior in the human domain. The terms equine ethology and ethological training are becoming commonplace in the equestrian domain, yet they seem to be used with a conspicuous lack of clarity and with no mention of learning theory. Most of what we do to train horses runs counter to their innate preferences. This article summarizes the ethological challenges encountered by working horses and considers the merits and limitations of ethological solutions. It also questions the use of terms such as “alpha” and “leader” and examines aspects of learning theory, equine cognition, and ethology as applied to horse training and clinical behavior modification. We propose 7 training principles that optimally account for the horse's ethological and learning abilities and maintain maximal responsivity in the trained horse. These principles can be summarized as: (1) use learning theory appropriately; (2) train easy-to-discriminate signals; (3) train and subsequently elicit responses singularly; (4) train only one response per signal; (5) train all responses to be initiated and subsequently completed within a consistent structure; (6) train persistence of current operantly conditioned responses; and (7) avoid and disassociate flight responses. Adherence to these principles and incorporating them into all horse training methodologies should accelerate training success, reduce behavioral wastage of horses, and improve safety for both humans and horses.
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Mizuguchi, M., Arai, M., Ke, Y., Nitta, K., & Kuwajima, K. (1998). Equilibrium and kinetics of the folding of equine lysozyme studied by circular dichroism spectroscopy. Journal of Molecular Biology, 283(1), 265–277.
Abstract: The equilibrium unfolding and the kinetics of unfolding and refolding of equine lysozyme, a Ca2+-binding protein, were studied by means of circular dichroism spectra in the far and near-ultraviolet regions. The transition curves of the guanidine hydrochloride-induced unfolding measured at 230 nm and 292.5 nm, and for the apo and holo forms of the protein have shown that the unfolding is well represented by a three-state mechanism in which the molten globule state is populated as a stable intermediate. The molten globule state of this protein is more stable and more native-like than that of α-lactalbumin, a homologous protein of equine lysozyme. The kinetic unfolding and refolding of the protein were induced by concentration jumps of the denaturant and measured by stopped-flow circular dichroism. The observed unfolding and refolding curves both agreed well with a single-exponential function. However, in the kinetic refolding reactions below 3 M guanidine hydrochloride, a burst-phase change in the circular dichroism was present, and the burst-phase intermediate in the kinetic refolding is shown to be identical with the molten globule state observed in the equilibrium unfolding. Under a strongly native condition, virtually all the molecules of equine lysozyme transform the structure from the unfolded state into the molten globule, and the subsequent refolding takes place from the molten globule state. The transition state of folding, which may exist between the molten globule and the native states, was characterized by investigating the guanidine hydrochloride concentration-dependence of the rate constants of refolding and unfolding. More than 80% of the hydrophobic surface of the protein is buried in the transition state, so that it is much closer to the native state than to the molten globule in which only 36% of the surface is buried in the interior of the molecule. It is concluded that all the present results are best explained by a sequential model of protein folding, in which the molten globule state is an obligatory folding intermediate on the pathway of folding.
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Hanggi, E. B., & Ingersoll, J. F. (2009). Long-term memory for categories and concepts in horses (Equus caballus). Anim. Cogn., 13(3), 451–462.
Abstract: Three horses (Equus caballus) with a history of performing cognitive tasks including discrimination learning, categorization, and concept use were tested to evaluate their long-term memory (LTM) in three experiments. In addition, use of LCD multi-displays for stimulus presentation was incorporated into cognition testing protocol for the first time with horses. Experiment 1 tested LTM for discrimination learning that originally occurred 6 years earlier. Five sets of stimuli were used and the two horses tested showed no decrement in performance on four of the sets; however, both horses did score below chance on one set. Experiment 2 examined long-term categorization recall 10 years after horses had demonstrated the ability to make stimulus selections based on shared characteristics within a given category. The horse tested for LTM after the decade-long interval immediately and consistently applied the previously learned categorization rule to not only familiar but also novel sets of stimuli. Experiment 3 tested another horse for LTM for a relative size concept. This horse had originally demonstrated concept rule use in order to select stimuli based on their relative size to one another. More than 7 years later and without further training, this horse reliably applied the previously established size concept to both familiar and novel sets of stimuli. These findings are the first reports of long-term categorical and conceptual memory in horses and are consistent with observations of domestic and wild horses, which indicate that behavioral and ecological events may be remembered for long periods of time. These studies also demonstrate the adaptive nature of horses with regard to their ability to generalize over several different testing conditions.
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Carter, C., & Greening, L. Auditory stimulation of the stabled equine; the effect of different music genres on behaviour.
Abstract: Having a radio playing during the daytime at some equine establishments is common practice, but few studies have investigated whether particular music genres could be enriching for stabled horses or whether they may be perceived as aversive. This study aimed to establish whether behavioural responses differed when exposed to musical genres (Classical, Country, Jazz and Rock) and when compared to a control (no music). Eight Thoroughbred geldings (age range 8-10 years, average 8.9 years) were exposed to four musical environments and the control environment (no music) and observed in their usual stable, using instantaneous focal sampling every thirty seconds according to a pre-determined ethogram. Each horse was exposed to each genre for an hour in total, at a time when there was no human traffic or interference on the yard. All horses had been stabled for three hours before the study began. The association between genres and behavioural frequencies recorded for each environment was tested using Fisher’s Exact test of association (P<0.01), IBM SPSS21. No statistically significant associations (P=1.0) were recorded between alert or relax behaviours in Country, Classical, and Control environments. Significant associations (P<0.001) between frequency of alert behaviours and Jazz and Rock environments were noted. The latter genres appeared the most aversive which may be due to fast tempo and minor key, especially in the Jazz piece used. Country and Classical genres were slow tempo with a major key and appeared to result in more restful behaviours than Jazz or Rock. Further research is needed to; assess whether music could be used as an enriching tool, and investigate equine emotional capabilities to understand the emotional effects of music. Future studies could also consider how music impacts upon the behaviour of the human handler and whether this influences equine behaviour.
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Williams, J. L., Friend, T. H., Toscano, M. J., Collins, M. N., Sisto-Burt, A., & Nevill, C. H. (2002). The effects of early training sessions on the reactions of foals at 1, 2, and 3 months of age. Appl. Anim. Behav. Sci., 77(2), 105–114.
Abstract: An early training procedure commonly termed “foal imprint training” is widely promoted in the horse industry. However, there have been no published scientific investigations of its efficacy. This study determined the effects of a training procedure on foals and their reaction to stimuli used in the early training procedure, and to a novel stimulus, at 1, 2 and 3 months of age. Twenty-five foals received a standard training procedure at 2, 12, 24, and 48 h after birth. After the training procedure, the foals received minimal additional handling that included veterinary treatments and occasional relocation. Twenty-two foals born over the same time period served as controls. All 47 (25 trained, 22 control) foals were tested at 1 month of age. Only 20 were available for testing at 2 months of age, and nine were available at 3 months. Percentage change from baseline heart rate, time required to complete exposure to each stimulus (foals that were more reactive took longer) and the behavior of each foal during the introduction of each stimulus were recorded. Overall, the control foals tended to receive lower (better) behavioral scores at 1 and 2 months of age. Foals that underwent the training procedure tended to require less time to complete exposure to the stimulus and had lower heart rates during exposure to the stimuli at 1 and 2 months of age. By 3 months of age, there were no significant differences between trained and control foals for any measures. Early training was not efficacious in this study.
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Nicol, C. J. (2002). Equine learning: progress and suggestions for future research. Appl. Anim. Behav. Sci., 78(2-4), 193–208.
Abstract: Horses are well able to form classical and instrumental associations and so the focus of much recent research has been on the stimulus control of instrumental learning. Horses appear to discriminate using spatial cues more easily than other stimulus features, as indicated both by the speed of initial task acquisition and by the extent to which acquired discriminations can be reversed. Phenomena associated with discrimination learning in laboratory animals, including generalisation and peak shift, have been demonstrated in horses. However, the ability of horses to classify stimuli into categories is more controversial. Although there is some evidence that horses may be able to form categories based on similarities in the physical appearance of different stimuli, there is currently no evidence that they are able to develop abstract concepts. Their performance on social learning tasks has also been poor. Few correlations are observed between the learning ability of individual horses on different tasks, suggesting that it may not be possible to classify individual horses as `good' or `poor' learners. Better learning performance by horses that are naturally calm is probably due to reduced interference in the learning process. Correct handling procedures can lower reactivity levels in horses, and may facilitate learning in some circumstances. Future research on equine learning needs to take into account the complex nature of equine social interaction. Studies on the effects of stress on learning, and on social and spatial cognition, are also particularly needed.
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Strand, S. C., Tiefenbacher, S., Haskell, M., Hosmer, T., McDonnell, S. M., & Freeman, D. A. (2002). Behavior and physiologic responses of mares to short-term isolation. Appl. Anim. Behav. Sci., 78(2-4), 145–157.
Abstract: The aim of this study was to evaluate the behavior and physiologic responses of mares to removal from an established pasture herd and to isolation in a pasture setting for 6 h (Group I, n=5). Responses of mares in Group I were compared to mares that were transported and returned to the herd (Group T, n=5) and to mares moved to the isolation pasture with a companion (Group C, n=5). Behavior was recorded continuously for 6 h on the day before the isolation procedures (baseline, Day 0) and again on the day of the procedure (test, Day 1). Plasma cortisol, white blood cell count (WBC), neutrophil:lymphocyte ratio (N:L), and hematocrit (HCT) were measured once on Day 0 (a.m.) and twice on Day 1 (a.m. and p.m.). Heart rate (HR) was monitored continuously during Day 0 and Day 1. Intradermal response to phytohemagglutinin (PHA) injection was measured 18 h following injection, which was administered at the end of Day 1. Average time spent standing alert increased (P<0.05) in Groups I and C and average time spent grazing decreased (P<0.05) in Group C from Day 0 to Day 1. Also, there was a significant difference between groups (based on a calculated χ2-square value) in the proportion of mares that autogroomed, defecated, urinated, rolled, and whinnied on Day 1. Activity shift rate (ASR) and temperament scores increased significantly in Groups I and C from Day 0 to Day 1 (P<0.05). Plasma cortisol increased significantly in all groups from Day 0 to Day 1, a.m. (P<0.05) and decreased significantly from Day 1, a.m. to Day 1, p.m. (P<0.05). HCT significantly increased in all three groups from Day 0 to Day 1, a.m. (P<0.05). WBC significantly increased in Group T from Day 0 to Day 1, a.m. (P<0.05). N:L ratio significantly increased in Groups I and C from Day 0 and Day 1, a.m. to Day 1, p.m. (P<0.05). A variety of measures did indicate a response to removal from the pasture group, however, the overall, short-term response was minimal. Since the responses of Groups I and C were similar, the effects of isolation versus a novel environment or separation from the established herd could not be differentiated.
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