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| Author | Mills, D.S. | ||||
| Title | Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong | Type | Journal Article | ||
| Year | 1998 | Publication | Equine veterinary journal. Supplement | Abbreviated Journal | Equine Vet J Suppl |
| Volume | Issue | 27 | Pages | 44-48 | |
| Keywords | Animals; *Behavior, Animal; Horses/*psychology; *Learning; Reinforcement (Psychology) | ||||
| Abstract | Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour. | ||||
| Address | De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK | ||||
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| Language | English | Summary Language | Original Title | ||
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| Notes | PMID:10485004 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 845 | ||
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| Author | Langbein, J.; Nurnberg, G.; Puppe, B.; Manteuffel, G. | ||||
| Title | Self-Controlled Visual Discrimination Learning of Group-Housed Dwarf Goats (Capra hircus): Behavioral Strategies and Effects of Relocation on Learning and Memory | Type | Journal Article | ||
| Year | 2006 | Publication | Journal of Comparative Psychology | Abbreviated Journal | J. Comp. Psychol. |
| Volume | 120 | Issue | 1 | Pages | 58-66 |
| Keywords | dwarf goats; visual discrimination; operant learning; learning strategies; context | ||||
| Abstract | In most studies on animal learning, individual animals are tested separately in a specific learning environment and with a limited number of trials per day. An alternative approach is to test animals in a familiar environment in their social group. In this study, the authors--applying a fully automated learning device--investigated voluntary, self-controlled visual shape discrimination learning of group-housed dwarf goats (Capra hircus). The majority of the tested goats showed successful shape discrimination, which indicates the adaptive value of an effective learning strategy. However, in each group, a few individual goats developed behavioral strategies different from shape discrimination to get reward. Relocation impairs memory retrieval (probably by attention shifting) only temporarily for previously learnt shapes. The results demonstrate the usefulness of a self-controlled learning paradigm to assess learning abilities of social species in their normal social settings. This may be especially relevant for captive animals to improve their welfare. | ||||
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| Call Number | Serial | 2140 | |||
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| Author | Ernst, K.; Puppe, B.; Schon, P.C.; Manteuffel, G. | ||||
| Title | A complex automatic feeding system for pigs aimed to induce successful behavioural coping by cognitive adaptation | Type | Journal Article | ||
| Year | 2005 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 91 | Issue | 3-4 | Pages | 205-218 |
| Keywords | Learning; Cognition; Reward; Welfare; Pig | ||||
| Abstract | In modern intensive husbandry systems there is an increasing tendency for animals to interact with technical equipment. If the animal-technology interface is well-designed this may improve animal welfare by offering challenges for cognitive adaptation. Here a system and its application is presented that acoustically calls individual pigs out of a group (n = 8) to a feeding station. In three different learning phases, the computer-controlled “call-feeding-station” (CFS) trained the animals to recognize a specific acoustic signal as a summons for food, using a combination of classical and operant conditioning techniques. The experimental group's stall contained four CFSs, at each of which one animal at a time was able to feed. When an animal had learned to discriminate and recognize its individual acoustic signal it had to localize the particular CFS that was calling and to enter inside it. Then, it received a portion of feed, the amount of which was adapted to the respective age of the animals. Each animal was called at several, unpredictable times each day and the computer programme ensured that the total feed supply was sufficient for each animal. In the last phase of the experiment the animals, in addition, had to press a button with an increasing fixed ratio for the delivery of feed. It was demonstrated that the pigs were able to adapt quickly to the CFSs. Although they were challenged over 12 h daily by requirements of attention, sensory localization and motor efforts to gain comparatively low amounts of feed, they performed well and reached fairly constant success rates between 90 and 95% and short delays between 14 and 16 s between a summons and the food release in the last phase of the experiment. The weight gain during the experiment was the same as in a conventionally fed control group (n = 8). We therefore conclude that CFSs present a positive challenge to the animals with no negative effects on performance but with a potentially beneficial role for welfare and against boredom. The system is also a suitable experimental platform for research on the effects of successful adaptation by rewarded cognitive processes in pigs. | ||||
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| Call Number | Equine Behaviour @ team @ | Serial | 2898 | ||
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| Author | McKinley, S.; Young, R.J. | ||||
| Title | The efficacy of the model-rival method when compared with operant conditioning for training domestic dogs to perform a retrieval-selection task | Type | Journal Article | ||
| Year | 2003 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 81 | Issue | 4 | Pages | 357-365 |
| Keywords | Dogs; Learning; Operant conditioning; Model-rival; Cognition | ||||
| Abstract | Traditionally, dogs have been trained by operant conditioning techniques; that is, dogs make a desired behavioural response and this response is reinforced by a reward such as food. This type of training is very effective in training dogs to perform basic obedience behaviours (e.g. `stay'). However, dogs are social animals and should be predisposed to learn from social stimuli. In the present study, we used a modified version of the model-rival technique that has been extensively used in experiments investigating the cognitive ability of parrots. In this technique, social stimuli are used to create in the animal an interest in the object without the use of food or other rewards. Therefore, the animal learns the name of the object (intrinsic reward) and not that the object's name means food. In this experiment we compared the learning ability of nine pet dogs to solve the same retrieval-selection task having been previously trained using operant conditioning or model-rival techniques. The retrieval-selection task was the dogs had to correctly select the commanded object to bring to the experimenter from a group of three similar objects. The results show no difference in the speeds with which the dogs solved the test--demonstrating the efficacy of the model-rival method. This is the first time that the effectiveness of the model-rival technique has been experimentally demonstrated with dogs. Furthermore, we believe that the methodology reported in this paper has applications in dog training and in experiments into dog cognition. | ||||
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| Call Number | Equine Behaviour @ team @ | Serial | 2900 | ||
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| 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. | ||||
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| Call Number | Equine Behaviour @ team @ | Serial | 2907 | ||
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| Author | Croneya, C.C. | ||||
| Title | Group size and cognitive processes | Type | Journal Article | ||
| Year | 2007 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 103 | Issue | 3-4 | Pages | 15-228 |
| Keywords | Group size; Social complexity; Social learning; Cognitive processes | ||||
| Abstract | Animal group sizes may exert important effects on various cognitive mechanisms. Group size is believed to exert pressures on fundamental brain structures that correlate with the increased social demands placed on animals living in relatively large, complex and dynamic social organizations. There is strong experimental evidence connecting social complexity, social learning and development of other cognitive abilities in a broad range of wild and domesticated animal species. In particular, group size seems to have significant effects on animals? abilities to derive concrete and abstract relationships. Here, we review the literature pertaining to cognitive processes and behaviours of various animal species relative to group size, with emphasis on social learning. It is suggested that understanding the relationship between group size and cognition in animals may yield practical animal management benefits, such as housing and conservation strategies, and may also have implications for improved animal welfare. |
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| Corporate Author | Ruth C. Newberryb | Thesis | |||
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| Call Number | refbase @ user @ | Serial | 277 | ||
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| Author | Krueger, K. | ||||
| Title | Behaviour of horses in the “round pen technique” | Type | Journal Article | ||
| Year | 2007 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 104 | Issue | 1-2 | Pages | 162-170 |
| Keywords | Learning; Dominance relationship; Horse; Human-animal relationships | ||||
| Abstract | I investigated the behavioural background of the way horses learn to follow humans in the “round pen technique” suggested by “horse whisperers” as a gentle method for initial horse training. Though the practicability of this technique has been adequately demonstrated in the past, the horses' behaviour during such training has not yet been documented in detail. In a riding arena, horses, that did not follow the trainer immediately, were chased away so that they galloped around the trainer. Galloping horses showed specific behaviour such as turning the ear to the trainer, chewing, licking, and stretching head and throat downwards. In subsequent trials horses needed to be chased for less time and finally followed immediately, even when conditions were changed or the trainer was replaced by another person. This suggests that horses learn to follow in this particular situation and also show some generalisation. However, following did not occur on a pasture even after several successful trials in the riding arena. | ||||
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| Call Number | refbase @ user @ | Serial | 280 | ||
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| Author | Croney, C.C.; Prince-Kelly, N.; Meller, C.L. | ||||
| Title | A note on social dominance and learning ability in the domestic chicken (Gallus gallus) | Type | Journal Article | ||
| Year | 2007 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 105 | Issue | 1-3 | Pages | 254-259 |
| Keywords | Chickens; Learning; Dominance | ||||
| Abstract | Relatively little is known about the relationship between social behavior and specific cognitive abilities of the chicken. It is uncertain whether dominant birds have a cognitive advantage over subordinate birds that might facilitate their superior position in the social hierarchy. Likewise, it is unknown whether subordinate birds compete successfully with higher ranking birds because their cognitive capacities compensate for physical deficits. In this study, the relationship between the chicken's position in the dominance hierarchy and its performance on a cognitive task was explored. Ten pairs of New Hampshire domestic roosters (Gallus gallus) were observed to determine dominance or subordinance within dyads. All birds were then trained and tested on a visual discrimination learning task. Discriminative stimuli were orange and green plastic discs. Correct stimuli (orange or green) were randomly assigned to birds. Placement of the discs (left or right of center) was also randomly assigned and counterbalanced to avoid a side bias. Birds were rewarded with food for pecking at the correct disc. Criterion for task completion was 80% correct responses on three consecutive test sessions or 86% correct on two consecutive sessions. All subjects met the test criterion. The number of trials to criterion was compared between dominant and subordinate birds using a paired t-test. No difference was found in performance between dominant and subordinate birds (p > 0.05) suggesting that in chickens, ability to learn a novel visual discrimination task is not well correlated with rank. Additional studies, particularly using different learning paradigms, are needed to confirm these results. | ||||
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| Call Number | refbase @ user @ | Serial | 284 | ||
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| Author | Lensink, J.; Veissier, I.; Boissy, A. | ||||
| Title | Enhancement of performances in a learning task in suckler calves after weaning and relocation: Motivational versus cognitive control?: A pilot study | Type | Journal Article | ||
| Year | 2006 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 100 | Issue | 3-4 | Pages | 171-181 |
| Keywords | Calves; Weaning; Learning; Cognition; Behavioural test | ||||
| Abstract | Weaning in suckler calves influences performance in a learning task. The aim of the present study was to investigate whether the improved performance after weaning, including relocation, is due to differences in motivation for the reward or in learning abilities. Forty Aubrac calves were used; half of them were weaned from their dams at around eight months, the other half were weaned one month later. After weaning, calves were housed in groups of four in a new setting. From the day after weaning of the last group of calves, the animals were subjected to two tests: (1) an arena test, (2) a T-maze test where one arm led to either a social or a food reward. The T-maze test consisted of three sessions: in Session 1, trials were conducted until the animal acquired the task (i.e. did not take the unrewarded arm on three consecutive trials); in Session 2, the motivation for the reward was assessed via the walking time of the animal to reach the reward; in Session 3, the place of reward was reversed and the animals were trained until they acquired the new task. Calves weaned for one day explored more (P < 0.05) and had lower heart rates during the arena test (P < 0.05) compared to the ones weaned for one month. During the T-maze test, calves weaned for one month versus one day did not differ in their capacities to learn the initial route (Session 1) or in their motivation for either the social or food reward (Session 2). Calves weaned for one day learned significantly faster (P < 0.05) the reversed route (Session 3) than calves weaned for one month. Hence, the better performances at reversal in the T-maze by calves that have just been weaned cannot be accounted for by a higher motivation for the reward. A better cognitive control of their behaviour due to a lower stress state is suggested by our results. | ||||
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| Call Number | refbase @ user @ | Serial | 285 | ||
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| Author | Martin, T.I.; Zentall, T.R.; Lawrence, L. | ||||
| Title | Simple discrimination reversals in the domestic horse (Equus caballus): Effect of discriminative stimulus modality on learning to learn | Type | Journal Article | ||
| Year | 2006 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 101 | Issue | 3-4 | Pages | 328-338 |
| Keywords | Horse; Learning-to-learn; Discrimination Reversal | ||||
| Abstract | The cognitive capacity of an organism, relative to that of other species, can be assessed by using a relative measure of learning. One such measure is the ability of an organism to learn about the reversal of a discrimination. The present study compared the performance of two groups of horses on a simple discrimination reversal task when the only difference between the groups was the modality of the relevant cue. For the visual group (absence or presence of a light), the spatial position was irrelevant. For the spatial group, a spatial cue (left/right) was available and the visual cue was irrelevant. Horses in the spatial group learned the original discrimination and six reversals; they also showed evidence of learning to learn. Horses in the visual group did not reach criterion during the study. As a result, there was no evidence of learning to learn. | ||||
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| Call Number | refbase @ user @ | Serial | 289 | ||
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