| |
Records |
Links |
|
Author  |
Mills, D.S.; Riezebos, M. |
|
| |
Title |
The role of the image of a conspecific in the regulation of stereotypic head movements in the horse |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
91 |
Issue |
1-2 |
Pages |
155-165 |
|
| |
Keywords |
Behaviour; Horse; Nodding; Perception; Stereotypy; Vision; Weaving |
|
| |
Abstract |
Weaving is a common locomotor stereotypy in horses, which has been shown to be reduced by the presence of a mirror in the stable; however, it remains unclear whether this effect is due to the reflected image of a horse or some other property associated with the introduction of a mirror. To investigate this further, the response of six known weaving horses to each of three different types of poster was recorded. The poster images consisted of a life-size image of a horse's face (true image), a version of the same image cut into 54 squares, which were then randomly rearranged (pixilated image) and a blank (white image) display of the same size as the other posters. Four observation periods were included in each of the two days of observation per treatment condition: 08:00-08:30 h, 10:00-10:30 h, 12:00-12:30 h and 16:00-17:00 h. The first observation period was followed by the provision of concentrate feed and forage, the second observation period by exercise, the third by further forage and the fourth by concentrate feed and forage. The horses' activities and positions in the box were scanned at 1 min intervals and the number of observations registering each activity and position was calculated as a percentage of the total number of observations for each observation period. Weaving was significantly less when the horses were provided with the image of a horse's face (mean percentage of observations +/- S.E.M.; 5.56 +/- 1.57), compared to both the pixilated (14.85 +/- 3.06) and white (20.52 +/- 4.12) images. Nodding was significantly less when provided with the true image of a horse (0.45 +/- 0.15) compared to the pixilated image (2.15 +/- 0.67). The pattern of weaving throughout the day differed from that of nodding, and together these results suggest that the two behaviours are not analogous. The presence of the image of the horse's face was associated with a significant increase in alertness (F112,2 = 11.31, p < 0.001) and recorded time spent looking at the poster(F112,2 = 3.46, p < 0.05). The timing of stereotypic head movements in the horse in this study suggests that they are not associated with boredom, or lack of stimulation but rather acute frustration. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
307 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Mills, D.S.; Alston, R.D.; Rogers, V.; Longford, N.T. |
|
| |
Title |
Factors associated with the prevalence of stereotypic behaviour amongst Thoroughbred horses passing through auctioneer sales |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
78 |
Issue |
2-4 |
Pages |
115-124 |
|
| |
Keywords |
Behaviour; Horses; Management; Prevalence; Stereotypy; Stress |
|
| |
Abstract |
The objective of this study was to evaluate whether sex, age and/or coat colour were associated with the occurrence of stereotypic behaviour in the horse and to assess whether the occurrence of one type of stereotypy in an individual was associated with the occurrence of another specific type of stereotypy. The incidence of stereotypic boxwalking, weaving (both locomotor stereotypies) and oral stereotypy in 4061 Thoroughbred horses passing through five bloodstock auctions were recorded from sale declarations and information on returns. An overall prevalence of 5.1% was recorded, and varied with sex (P<0.001) and age (P<0.001) but not coat colour (P=0.495). Prevalence was higher in females, geldings, and 2-year-olds. Examination of the assumption that stereotypies are acquired independently suggested a higher than expected prevalence of animals with more than one stereotypy. The interaction was not the same for all forms of stereotypy recorded. The effect was greatest between boxwalking and weaving, (odds ratio 13.6) whilst combinations involving oral and locomotor stereotypies had lower odds ratios (between 2.9 and 4.9). |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
3636 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Mendl, M. |
|
| |
Title |
Performing under pressure: stress and cognitive function |
Type |
Journal Article |
| |
Year |
1999 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
65 |
Issue |
3 |
Pages |
221-244 |
|
| |
Keywords |
Stress; Cognition; Attention; Learning; Memory; Welfare |
|
| |
Abstract |
The way in which cognitive functioning is affected by stressors is an important area of research for applied ethologists because stress caused by captive conditions may disrupt cognitive processes and lead to welfare and husbandry problems. Such problems may be minimised through an understanding of the links between stress and cognition. The effects of stress on cognitive function have been studied in disciplines ranging from human perceptual psychology to animal neuroscience. The aim of this paper is to provide an introduction to this research, focusing on the effects of stressors on attention, memory formation and memory recall. Findings from such a diverse literature with little apparent inter-disciplinary communication are inevitably complex and often contradictory. Nevertheless, some generalities do emerge. The idea that an inverted U-shaped relationship exists between an individual's state of stress or arousal and its ability to perform a cognitive task effectively, the so-called Yerkes-Dodson law, is commonly encountered. The law has limited explanatory value because it is unlikely that different stressors act on cognitive function via the same intervening, non-specific state. Furthermore, the law only provides a very general description of the relationship between stress and cognitive function. Empirical research on attention and memory processes reveals more specific findings. Stressors appear to cause shifts, lapses and narrowing of attention, and can also influence decision speed. These processes may be viewed as serving an adaptive role helping the animal to search for and scrutinise a source of danger. There is conflicting evidence as to whether hormones involved in the hypothalamic-pituitary-adrenal stress response play a part in these processes. These hormones and those involved in the sympathetic-adrenomedullary stress response do appear to play an important role in memory formation. Low or moderate concentrations of circulating glucocorticoids and catecholamines can enhance memory formation, while excessively high or prolonged elevations of these hormones can lead to memory disruption. The effects of stressors on memory recall are less clear. There is evidence for disruptive effects, and for facilitatory effects indicating state-dependent memory recall; events experienced under conditions of high arousal may be best recalled under similar conditions. Applied ethologists have the opportunity to extend work in this area, which often involves studies of single stressors/stress hormones acting in isolation and limited measures of cognitive function, by focusing on real-life husbandry stressors encountered by captive animals. This will yield fundamental information which also has direct relevance to animal welfare and management issues. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
393 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Mejdell, C.M.; Buvik, T.; Jørgensen, G.H.M.; Bøe, K.E. |
|
| |
Title |
Horses can learn to use symbols to communicate their preferences |
Type |
Journal Article |
| |
Year |
2016 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
184 |
Issue |
|
Pages |
66-73 |
|
| |
Keywords |
Operant conditioning; Blanket; Rug; Thermoregulation; Cognition; Clicker training |
|
| |
Abstract |
Abstract This paper describes a method in which horses learn to communicate by touching different neutral visual symbols, in order to tell the handler whether they want to have a blanket on or not. Horses were trained for 10–15 min per day, following a training program comprising ten steps in a strategic order. Reward based operant conditioning was used to teach horses to approach and touch a board, and to understand the meaning of three different symbols. Heat and cold challenges were performed to help learning and to check level of understanding. At certain stages, a learning criterion of correct responses for 8–14 successive trials had to be achieved before proceeding. After introducing the free choice situation, on average at training day 11, the horse could choose between a “no change” symbol and the symbol for either “blanket on” or “blanket off” depending on whether the horse already wore a blanket or not. A cut off point for performance or non-performance was set to day 14, and 23/23 horses successfully learned the task within this limit. Horses of warm-blood type needed fewer training days to reach criterion than cold-bloods (P < 0.05). Horses were then tested under differing weather conditions. Results show that choices made, i.e. the symbol touched, was not random but dependent on weather. Horses chose to stay without a blanket in nice weather, and they chose to have a blanket on when the weather was wet, windy and cold (χ2 = 36.67, P < 0.005). This indicates that horses both had an understanding of the consequence of their choice on own thermal comfort, and that they successfully had learned to communicate their preference by using the symbols. The method represents a novel tool for studying preferences in horses. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0168-1591 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
6022 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Mejdell, C.M.; Buvik, T.; Jørgensen, G.H.M.; Bøe, K.E. |
|
| |
Title |
Horses can learn to use symbols to communicate their preferences |
Type |
Journal Article |
| |
Year |
2016 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
184 |
Issue |
|
Pages |
66-73 |
|
| |
Keywords |
Operant conditioning; Blanket; Rug; Thermoregulation; Cognition; Clicker training |
|
| |
Abstract |
This paper describes a method in which horses learn to communicate by touching different neutral visual symbols, in order to tell the handler whether they want to have a blanket on or not. Horses were trained for 10-15min per day, following a training program comprising ten steps in a strategic order. Reward based operant conditioning was used to teach horses to approach and touch a board, and to understand the meaning of three different symbols. Heat and cold challenges were performed to help learning and to check level of understanding. At certain stages, a learning criterion of correct responses for 8-14 successive trials had to be achieved before proceeding. After introducing the free choice situation, on average at training day 11, the horse could choose between a “no change” symbol and the symbol for either “blanket on” or “blanket off” depending on whether the horse already wore a blanket or not. A cut off point for performance or non-performance was set to day 14, and 23/23 horses successfully learned the task within this limit. Horses of warm-blood type needed fewer training days to reach criterion than cold-bloods (P<0.05). Horses were then tested under differing weather conditions. Results show that choices made, i.e. the symbol touched, was not random but dependent on weather. Horses chose to stay without a blanket in nice weather, and they chose to have a blanket on when the weather was wet, windy and cold (χ2=36.67, P<0.005). This indicates that horses both had an understanding of the consequence of their choice on own thermal comfort, and that they successfully had learned to communicate their preference by using the symbols. The method represents a novel tool for studying preferences in horses. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0168-1591 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
6617 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Mejdell, C.M.; Buvik, T.; Jørgensen, G.H.M.; Bøe, K.E. |
|
| |
Title |
Horses can learn to use symbols to communicate their preferences |
Type |
Journal Article |
| |
Year |
2016 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
184 |
Issue |
|
Pages |
66-73 |
|
| |
Keywords |
Operant conditioning; Blanket; Rug; Thermoregulation; Cognition; Clicker training |
|
| |
Abstract |
This paper describes a method in which horses learn to communicate by touching different neutral visual symbols, in order to tell the handler whether they want to have a blanket on or not. Horses were trained for 10-15min per day, following a training program comprising ten steps in a strategic order. Reward based operant conditioning was used to teach horses to approach and touch a board, and to understand the meaning of three different symbols. Heat and cold challenges were performed to help learning and to check level of understanding. At certain stages, a learning criterion of correct responses for 8-14 successive trials had to be achieved before proceeding. After introducing the free choice situation, on average at training day 11, the horse could choose between a “no change” symbol and the symbol for either “blanket on” or “blanket off” depending on whether the horse already wore a blanket or not. A cut off point for performance or non-performance was set to day 14, and 23/23 horses successfully learned the task within this limit. Horses of warm-blood type needed fewer training days to reach criterion than cold-bloods (P<0.05). Horses were then tested under differing weather conditions. Results show that choices made, i.e. the symbol touched, was not random but dependent on weather. Horses chose to stay without a blanket in nice weather, and they chose to have a blanket on when the weather was wet, windy and cold (χ2=36.67, P<0.005). This indicates that horses both had an understanding of the consequence of their choice on own thermal comfort, and that they successfully had learned to communicate their preference by using the symbols. The method represents a novel tool for studying preferences in horses. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0168-1591 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
6651 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Meehan, C.L.; Mench, J.A. |
|
| |
Title |
The challenge of challenge: Can problem solving opportunities enhance animal welfare? |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
102 |
Issue |
3-4 |
Pages |
246-261 |
|
| |
Keywords |
Cognition; Environmental enrichment; Challenge; Eustress; Problem solving; Intrinsic motivation |
|
| |
Abstract |
Cognitive mechanisms are an important part of the organization of the behavior systems of animals. In the wild, animals regularly face problems that they must overcome in order to survive and thrive. Solving such problems often requires animals to process, store, retrieve, and act upon information from the environment--in other words, to use their cognitive skills. For example, animals may have to use navigational, tool-making or cooperative social skills in order to procure their food. However, many enrichment programs for captive animals do not include the integration of these types of cognitive challenges. Thus, foraging enrichments typically are designed to facilitate the physical expression of feeding behaviors such as food-searching and food consumption, but not to facilitate complex problem solving behaviors related to food acquisition. Challenging animals by presenting them with problems is almost certainly a source of frustration and stress. However, we suggest here that this is an important, and even necessary, feature of an enrichment program, as long as animals also possess the skills and resources to effectively solve the problems with which they are presented. We discuss this with reference to theories about the emotional consequences of coping with challenge, the association between lack of challenge and the development of abnormal behavior, and the benefits of stress (arousal) in facilitating learning and memory of relevant skills. Much remains to be done to provide empirical support for these theories. However, they do point the way to a practical approach to improving animal welfare--to design enrichments to facilitate the cognitive mechanisms which underlie the performance of complex behaviors that cannot be performed due to the restrictions inherent to the captive environment. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
2890 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McLean, A.N.; Christensen, J.W. |
|
| |
Title |
The application of learning theory in horse training |
Type |
Journal Article |
| |
Year |
2017 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
190 |
Issue |
|
Pages |
18-27 |
|
| |
Keywords |
Behaviour; Conflict theory; Desensitisation; Habituation; Reinforcement; Stress |
|
| |
Abstract |
The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms 'positive' and 'negative' as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as 'addition' or 'subtraction' reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term 'conflict theory' be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0168-1591 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
6597 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McLean, A.N. |
|
| |
Title |
Short-term spatial memory in the domestic horse |
Type |
Journal Article |
| |
Year |
2004 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
85 |
Issue |
1-2 |
Pages |
93-105 |
|
| |
Keywords |
Animal cognition; Delayed response; Equine memory; Horse; Object permanence; Temporal cognition |
|
| |
Abstract |
This study investigates the ability of horses to recall a feeding event in a two-point choice apparatus. Twelve horses were individually tested whereby they were maintained immobile in a test arena and visually and aurally experienced the delivery of food into one of two feed goals. The horses were then released to make their choice in two experimental contexts: immediate release after experiencing the delivery of food, and release 10 s after food delivery. Each horse performed 40 immediate-release (IR) trials, followed by forty 10-s release trials over a 3-day period. In addition, the same horses were tested 3 months later in the spring with the same number and sequence of trials. Results were analysed by log-linear analysis of frequencies. Results showed that while horses were able to achieve the correct feed goal choice in the immediate-release trials, they were unsuccessful with the 10-s release trials. This suggests that there are limitations in recall abilities in horses, in that they may not possess a prospective type of memory. There are welfare and training implications in these findings concerning the effects of overestimating the mental abilities of horses during training and the effects of delays in reinforcements. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
403 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McLean, A.N. |
|
| |
Title |
Cognitive abilities -- the result of selective pressures on food acquisition? |
Type |
Journal Article |
| |
Year |
2001 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
|
| |
Volume |
71 |
Issue |
3 |
Pages |
241-258 |
|
| |
Keywords |
Adaptive intelligence; Animal cognition; Darwinian selection; Insightful learning |
|
| |
Abstract |
Locating and capturing food are suggested as significant selection pressures for the evolution of various cognitive abilities in mammals and birds. The hypothesis is proposed that aspects of food procuring behaviour should be strongly indicative of particular cognitive abilities. Experimental data concerning higher mental abilities in mammals and birds are reviewed. These data deal with self-recognition studies, rule-learning experiments, number concept, deceptive abilities, tool-use and observational learning. A Darwinian approach reveals: (1) the adaptiveness of particular abilities for particular niches, (2) that in complex foraging environments, increases in foraging efficiencies in animals should result from the evolution of particular cognitive abilities, (3) that phenomena such as convergent mental evolution should be expected to have taken place across taxonomic groups for species exploiting similar niches, (4) that divergence in mental ability should also have taken place where related species have exploited dissimilar niches. Experimental data of higher mental abilities in animals concur with a Darwinian explanation for the distribution of these cognitive abilities and no anomalies have been found. There are, as a consequence, significant implications for the welfare of animals subject to training when training methodology gives little or no consideration to the various mental abilities of species. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
|
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
|
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
2907 |
|
| Permanent link to this record |
