Petherick, J. C., Seawright, E., & Waddington, D. (1993). Influence of motivational state on choice of food or a dustbathing/foraging substrate by domestic hens. Behav. Process., 28(3), 209–220.
Abstract: Domestic hens were trained to run a Y-maze and make an association between differently coloured doorways and access to food pellets or sand. The hens were tested for their choice of doorway when the goals were not visible from the choice point and when they were food or sand deprived. Hens made the choice appropriate to their deprivation state (correct choice) significantly more often for food than sand and were faster at choosing and entering the goal box when food deprived. In a follow up experiment, the goals were visible from the choice point. Again the hens chose correctly significantly more often when food than sand deprived and made the choice and entered the goal box faster when food deprived. Thus, failure to choose sand in the first experiment was not due to an inability to learn the association, but appears to result from a strong motivation to feed in the Y-maze, even when not food deprived, and a weak motivation to dustbathe or forage, even when sand deprived.
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Fabre-Thorpe, M., Fagot, J., Lorincz, E., Levesque, F.,, & Vauclair, J. (1993). Laterality in cats: Paw preference and performance in a visuomotor activity. Cortex, 29, 15–24.
Abstract: In a two-choice discrimination paradigm, a bottlenose dolphin discriminated relational dimensions between visual numerosity stimuli under monocular viewing conditions. After prior binocular acquisition of the task, two monocular test series with different number stimuli were conducted. In accordance with recent studies on visual lateralization in the bottlenose dolphin, our results revealed an overall advantage of the right visual field. Due to the complete decussation of the optic nerve fibers, this suggests a specialization of the left hemisphere for analysing relational features between stimuli as required in tests for numerical abilities. These processes are typically right hemisphere-based in other mammals (including humans) and birds. The present data provide further evidence for a general right visual field advantage in bottlenose dolphins for visual information processing. It is thus assumed that dolphins possess a unique functional architecture of their cerebral asymmetries.
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Negi, G. C. S., Rikhari, H. C., Ram, J., & Singh, S. P. (1993). Foraging Niche Characteristics of Horses, Sheep and Goats in an Alpine Meadow of the Indian Central Himalaya. J. Appl. Ecol, 30(3), 383–394.
Abstract: 1. Data on plant species foraged, foraging hours, bite rate, bite size and species dry matter (DM) removed per species per bite were collected in tussock grass-forb (Grass-F), forb-tussock grass (Forb-G), Trachydium-forb (Forb), Rhododendron-Cassiope and early successional communities from May to September in a moderately foraged Central Himalayan alpine meadow in order to study the foraging niche characteristics of horses, sheep and goats. 2. The three animals together grazed 30 plant species, of which 20 were grazed by horses, 22 by sheep and 16 by goats. 3. The average foraging hours (5.2-13.2), bites per minute (23-51) and mg DM per bite (59-99) for horses, sheep and goats were significantly different in different communities and months. 4. The foraging search cost, reckoned as distance walked per unit DM eaten, was highest for goats (15.4 km kg$^{-1}$), followed by sheep (8.1 km kg$^{-1}$) and horses (1.2 km kg$^{-1}$). 5. Of the total intake of horses (3.25 kg DM day$^{-1}$), the Forb community alone accounted for 40%. Sheep (0.74 kg DM day$^{-1}$) resembled horses in this respect. In contrast, the contribution of this community was negligible in the diet of goats in which the Grass-F community contributed most to the intake. 6. Forbs were the largest dietary category for all animal species. The selection ratio varied from 0.7 to 11.3 for forbs, 1.0 to 7.2 for sedges and 1.1 to 2.5 for grasses. 7. Response breadth (in terms of species grazed) was similar for horses and sheep (0.46 vs. 0.43) and somewhat wider for goats (0.49). 8. Grazing pressures below the carrying capacity of the community appeared to favour botanical diversity.
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RÖHRS, M., & EBINGER, P. (1993). Progressive und regressive Hirngrößenveränderungen bei Equiden. Z zool Syst Evolut forsch, 31, 233–239.
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Mal, M. E., McCall, C. A., Newland, C., & Cummins, K. A. (1993). Evaluation of a one-trial learning apparatus to test learning ability in weanling horses. Appl. Anim. Behav. Sci., 35(4), 305–311.
Abstract: Fourteen Arabian foals were used to determine if a one-trial appetitive conditioning task, developed for laboratory rats, could be adapted for use in equine learning research. The learning apparatus consisted of a 1.5 m x 0.6 m wooden grid containing 40 compartments. Seven foals received a complete learning test which consisted of placing a foal in a pen with the learning apparatus on one wall, recording the foal's behavior for 5 min and then placing a food reinforcer in a target compartment (TC). After location of the food, the foal's behavior was recorded for an additional 5 min. Total visits made to the apparatus and compartments visited by the foal were recorded. The remaining seven foals received a test in which no reinforcer was placed in the TC. These foals were re-tested the next day with reinforcement. After location of the food reinforcer, all foals exhibited more visits to the apparatus, visits to the TC, visits one compartment from the TC, and visits greater than one and less than or equal to two compartments from the TC (P<0.05). Mean distance of visits from the TC decreased after location of the reinforcer (P<0.05). Increased frequency of visits to the apparatus and concentration of visits around the TC after finding the reinforcer suggest that foals had learned the location of the reinforcer. Results suggest that a one-trial appetitive conditioning test may be applicable in equine learning research.
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Veissier, I. (1993). Observational learning in cattle. Appl. Anim. Behav. Sci., 35(3), 235–243.
Abstract: Four experiments were designed to find evidence of observational learning in cattle. The experiments were run on ten experimental heifers, each observing a demonstrator mate performing a task, and on ten control heifers, each observing a non-demonstrator mate. The mates and observers were separated by wire netting in Experiments 1-3, but were in the same room in Experiment 4. The task to be learned was to push a panel to get food into a box. All naive animals were able to observe while their mate performed the task. The observers in Experiments 1 and 4 were Salers heifers that had no prior experience of the testing room; those in Experiment 2 were Salers heifers that were accustomed to the room; those in Experiment 3 were Aubrac or Limousin heifers that had already eaten in the room.
The behaviour of the observers was influenced by their mates: activity at or near the boxes was enhanced by the presence of demonstrators in Experiment 2 (box contacts: 38.0 +/- 16.2 vs. 22.1 +/- 11.9 for experimental and control heifers, respectively; P<0.05), while activity in other parts of the room in Experiment 3 was enhanced when non-demonstrator mates were present (wall sniffing: 5.4 +/- 13.9 vs. 13.9 +/- 13.7; P<0.05). Overall, 26 experimental heifers vs. 19 controls learned the task (P>0.05). The time spent eating was longer when the observer only had visual contact with a demonstrator (Experiment 1: 15.9 +/- 1.6 vs. 11.6 +/- 1.8 min), but was lower when physical contacts with the demonstrator were possible (Experiment 4: 4.6 +/- 8.8 vs. 5.4 +/- 2.2 min; P<0.05).
Ten out of the 11 Limousin heifers learned the task, compared with only three out of the nine Aubrac heifers (P<0.05). The latter spent more time near the door and sniffed the walls more often than the former (2.0 +/- 1.9 vs. 0.4 +/- 0.6 min, P<0.05, and 18.1 +/- 13.4 vs. 2.7 +/- 6.5 min, P<0.01), as though they were trying to flee the situation.
When animals observed a demonstrator, their attention was drawn to stimuli involved in the task but acquisition of knowledge was not greatly improved.
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McCall, C. A., Salters, M. A., & Simpson, S. M. (1993). Relationship between number of conditioning trials per training session and avoidance learning in horses. Appl. Anim. Behav. Sci., 36(4), 291–299.
Abstract: Sixteen horses were used to determine if number of trials given per training session (5, 10, 15 or 20) affected learning performance in an avoidance conditioning task. The horse had to move from one side of a test pen to the other during an auditory cue presentation to avoid aversive stimulation. A pen 8 mx3.6 m, divided into two equal sections by a 13-cm diameter plastic pipe lying on the ground, was used as the test pen. Painted plywood panels were fastened to the fence in half the pen to help horses distinguish visually between the two parts. A 10-s auditory cue was used as a signal for horses to move from one side of the test pen to the other. A 20-s intertrial interval was used. Training sessions were conducted every third day. Each trial was recorded as an avoidance (the horse completed the task during auditory cue presentation and avoided aversive stimulus) or an error (the horse received aversive stimulus). After completing ten consecutive avoidances (criterion), the horse was removed from the study. Numbers of training sessions, trials, avoidances and errors until reaching criterion were recorded for each horse. Horses varied greatly within these variables with ranges of 3-18 sessions, 37-121 trials, 20-68 avoidances and 17-53 errors to criterion. No differences were detected (P>0.05) in the number of conditioning trials per training session (treatment) for the mean number of trials, avoidances or errors to criterion. Number of training sessions to criterion differed (P<0.01) among treatments, indicating that an optimum number of learning trials per training session might exist. Mean sessions to criterion for horses receiving 5, 10, 15 and 20 trials per session were 15.1+/-1.3, 5.8+/-1.1, 5.3+/-1.1 and 4.6+/-1.1, respectively. Regression analysis indicated that 16.2 trials per training session would minimize number of sessions to criterion. Although it is widely assumed that learning efficiency in horses is decreased when intense activity is concentrated into a small number of sessions, these results indicate that moderate repetition of training activities is needed for efficient learning.
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Hall, C., Crowell-Davis, S. L., & Warren, R. J. (1993). Maternal and developmental behavior of the feral horses of Cumberland Island, Georgia. Appl. Anim. Behav. Sci., 37(1), 85.
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Escos, J., Alados, C. L., & Boza, J. (1993). Leadership in a domestic goat herd. Appl. Anim. Behav. Sci., 38(1), 41–47.
Abstract: This study reports on leadership behavior in a domestic goat group (370 animals) moving from night-time areas to grazing areas. Of the adult females which occupied leadership positons, all of them were born in the study area. Also, they were individuals with more relatives alive in the group (according to matrilineal kinship) than the rest, but they did not show special physical characteristics.
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Pickerel, T. M., Crowell-Davis, S. L., Caudle, A. B., & Estep, D. Q. (1993). Sexual preference of mares (Equus caballus) for individual stallions. Appl. Anim. Behav. Sci., 38(1), 1–13.
Abstract: Eight mares were tested to determine if they remained near one of two stallions longer than would be expected if association was random. Six stallions were paired in 30 combinations and each mare was tested 30 times. The mares (Equus caballus) demonstrated a definite preference for individual stallions throughout the breeding season. This preference was influenced by the estrous state of the mare. During estrus, mares' preferences for stallions were positively correlated with the rate at which a given stallion vocalized. During diestrus, mares spent significantly less time in the proximity of stallions and did not exhibit any preference for individual stallions.
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