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Hanggi, E. B. (2001). Can Horses Recognize Pictures? Proceedings of the Third International Conference of Cognitive Science, , 52–56.
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Sommer, H., Barz, A., & Lindner, A. (1996). Testing horses for character and temperament. Tierärztl. Umschau, .
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Dixon, J. The horse: a dumb animal. The Thoroughbred Rec,, .
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Houpt, K. A. (1995). Learning in horses. In The thinking horse. (pp. 12–17). Guelph, Canada: Equine Research Centre.
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Halford, G.S., & Halford, J. M.. (1969). Secondary reinforcement: signal or substitute reward? A preliminary investigation. Aus. J. Psychol, .
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Bayley, L., & Maxwell, R. (Eds.). (1997). Understanding Your Horse: How to Overcome Common Behaviour Problems. Trafalgar Square Publishing.
Abstract: Editorial Reviews
From Booklist
“Problem” horses are usually horses that are trying to tell their owners that something is wrong and reacting in the only way they know how. Lesley Bayley leads the reader through Richard Maxwell's system of understanding equine psychology and for overcoming some of the natural responses that horses use in situations that frighten or confuse them. Beginning with two chapters on how horses communicate with each other (and with their owners), the authors go on to describe the effects of pain on the horse's behavior. Two chapters on establishing trust with older, difficult horses and with “starting” (breaking in) foals and young horses lead into the final sections on dealing with specific behavioral problems. The authors stress that positive reinforcement of desired behaviors will achieve the desired results, and that understanding why a horse is acting the way it does goes a long way toward getting it to develop desirable habits or toward changing undesirable conduct. This will be an extremely useful adjunct to all of the how-to books on riding and horse care. Nancy Bent
Book Description
A wealth of sound advice on how to “listen to” and really understand your horse, with a caring approach to techniques for training and overcoming behavioral problems.
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Davis, H., & Balfour, D. (Eds.). (1992). The Inevitable Bond: Examining Scientist-Animal Interactions. Cambridge, Massachusetts: Cambridge University Press.
Abstract: Book Description
Although animals are widely employed as research subjects, it is only recently that we have acknowledged the bond that frequently, perhaps inevitably, develops between subject and researcher. Whatever the qualities of this relationship, an increasing body of evidence suggests that it may result in profound behavioural and physiological changes in the animal subject. Such effects are apparent in behavioural studies conducted in both laboratory and field settings. They also appear in physiological studies ranging from the biomedical (e.g. heart rate, blood pressure, immunological changes) to animal science (e.g. growth, reproduction). Such effects are not confined to obvious cases involving primates and dogs, but appear in unexpected animals like chickens, reptiles and even octopuses. Despite the fact that most researchers are trained to minimise or avoid such interactions, they continue to occur. This book, the first of its kind to address this issue systematically, describes many examples of this “inevitable bond” between scientist and animal. This discussion will allow researchers to anticipate these potentially confounding effects and take advantage of such relationships in designing more effective and humane environments for animal subjects.
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Lewis, P., Gardner, E. T., & Lopatto, D. (1980). Shock-duration reduction as negative reinforcement. Psychol. Rec,, .
Abstract: In 2 experiments, 9 female Sprague-Dawley albino rats were shocked every 30 sec. Before the barpress response, shocks were long (2 sec); for 3 min after a response, shocks were short (0.1, 0.5, or 1 sec). When responding reduced shocks from 2 to 0.1 sec, barpressing was acquired, and the shorter the shocks the more time spent with the short-shock condition in effect. In another procedure, the duration of individual shocks following a response was controlled so that the 1st shock was as long as those before the response (2 sec), but the remaining shocks in the 3-min period were short (0.1 sec). Barpressing was maintained in some Ss and acquired in others showing that, even when delayed, a reduction in shock duration is reinforcing. These findings question the generality of a 2-factor, safety-signal interpretation of negative reinforcement. These results plus others imply that to predict responding in aversive situations it is necessary to integrate, for at least several minutes, the parameters of aversive events that follow a response. (27 ref) (PsycINFO Database Record (c) 2014 APA, all rights reserved)
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Rundgren, M., & Nordin, A. (1997). Personality profile and simple learning tests for horses. Proceedings of the 48th Annual Meeting of the European Association of Animal Production, , 1–4.
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Dixon, J. C. (1996). Pattern discrimination, learning-set and memory in a pony. Proceedings of the Paper Presented at the Midwestern ..?, .
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