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Hansen, M. N., Estvan, J., & Ladewig, J. (2007). A note on resting behaviour in horses kept on pasture: Rolling prior to getting up. Appl. Anim. Behav. Sci., 105(1-3), 265–269.
Abstract: In previous studies on lying behaviour in horses kept in individual boxes we observed that most horses that had been lying down resting sometimes made a rolling behaviour prior to getting up. The rolling behaviour was seen in approximately 30% of the times the horses stood up. To analyse whether the behaviour was caused by individual housing in a box or whether it is a behaviour occurring also under free range conditions, we observed a group of 43 horses kept on pasture throughout the day and night. The horses were observed from 03:00 to 10:00 h over four consecutive mornings, at a time when lying behaviour was frequent. Of the 43 horses observed, the rising procedure was seen in 41 horses, and 25 of these horses (60.9%) performed the rolling behaviour at least once. A total of 135 rising episodes were observed, and 41 followed the performance of a rolling behaviour (30.4%). In contrast to the rolling behaviour seen indoors, the behaviour was more varied outdoors in that some horses rolled anywhere from 45 to 180[degree sign], some even repeatedly, whereas horses in a box only rolled 90[degree sign] and back. In all cases when horses rolled 180[degree sign] they rolled back to the original side before getting up. Also in contrast to previous observations, no horse was observed changing position during the roll. We conclude that the behaviour is a kind of comfort behaviour but that further studies are necessary to explain its function.
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Langbein, J., Siebert, K., Nuernberg, G., & Manteuffel, G. (2007). The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus). Appl. Anim. Behav. Sci., 103(1-2), 35–44.
Abstract: The use of secondary reinforcement is widely accepted to support operant learning in animals. In farm animals, however, the efficacy of secondary reinforcement has up to now been studied systematically only in horses (“clicker training”), and the results are controversial. We investigated the impact of acoustical secondary reinforcement on voluntary, self-controlled visual discrimination learning of two-dimensional shapes in group-housed dwarf goats (Capra hircus). Learning tests were conducted applying a computer-controlled learning device that was integrated in the animals' home pen. Shapes were presented on a TFT-screen using a four-choice design. Drinking water was used as primary reinforcement. In the control group (Gcontrol, n = 5) animals received only primary reinforcement, whereas in the sound group (Gsound, n = 6) animals got additional acoustical secondary reinforcement. Testing recall of shapes which had been successfully learned by the goats 6 weeks earlier (T1), we found a weak impact of secondary reinforcement on daily learning success (P = 0.07), but not on the number of trials the animals needed to reach the learning criterion (trials to criterion, n.s.). Results in T1 indicated that dwarf goats did not instantly recall previously learned shapes, but, re-learned within 250-450 trials. When learning a set of new shapes (T2), there was a strong influence of secondary reinforcement on daily learning success and on trials to criterion. Animals in Gsound reached the learning criterion earlier (P < 0.05) and needed fewer trials (1320 versus 3700; P < 0.01), compared to animals in Gcontrol. Results suggest that acoustical secondary reinforcement supports visual discrimination learning of dwarf goats, especially when the task is new and the salience of S+ is low.
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Muller, C. E., & Uden, P. (2007). Preference of horses for grass conserved as hay, haylage or silage. Animal Feed Science and Technology, 132(1-2), 66–78.
Abstract: The purpose of this experiment was to determine if different methods of forage conservation influenced horse preference for conserved forages. Silage, haylage with two different dry matter (DM) levels and hay was produced from the same grass crop at the same botanical maturity stage. Four horses were simultaneously offered the four forages (1 kg DM of each forage) once daily for four consecutive experimental periods, each period consisting of 5 days. On each experimental day, the horses were observed for 2 h and their first choice, eating time and forage consumption was registered for every forage. The number of times each horse depleted individual forages and the number of times each horse tasted or smelled a forage, but left it in favour of another forage, was also recorded. Silage had the highest rate of consumption (0.90 kg DM/day, S.D. 0.14) and longest eating time (28.4 min/day, S.D. 5.16). Hay had the lowest rate of consumption (0.23 kg DM/day, S.D. 0.14) and shortest eating time (6.8 min/day, S.D. 4.08), while the haylages were intermediate. Silage was the first choice 72 of 84 times (85%). Hay was never completely consumed and silage was never left in favour of another forage after smelling or tasting it. We conclude that the forage conservation methods had an impact on horse preference in favour of silage, even if the reason for silage preference remains to be explained.
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Linklater, W. L. (2007). Equine learning in a wider context--Opportunities for integrative pluralism. Behav. Process., 76, 53–56.
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Sigurjónsdóttir, H. (2007). Equine learning behaviour: The importance of evolutionary and ecological approach in research. Behav. Process., 76, 40–42.
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Murphy, J., & Arkins, S. (2007). Synthesizing what we know of equine learning behaviour. Behav. Process., 76, 57–60.
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Leblanc, M. - A., & Duncan, P. (2007). Can studies of cognitive abilities and of life in the wild really help us to understand equine learning? Behav. Process., 76, 49–52.
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Hothersall, B., & Nicol, C. (2007). Equine learning behaviour: accounting for ecological constraints and relationships with humans in experimental design. Behav. Process., 76(1), 45–48.
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Hall, C. (2007). The impact of visual perception on equine learning. Behav. Process., 76, 29–33.
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Heitor, F., & Vicente, L. (2007). Learning about horses: What is equine learning all about? Behav. Process., 76(1), 34–36.
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