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| Author | Krueger, K. (ed) | ||||
| Title | Proceedings of the International Equine Science Meeting 2008 | Type | Conference Volume | ||
| Year | 2008 | Publication | IESM 2008 | Abbreviated Journal | |
| Volume | Issue | Pages | |||
| Keywords | Equine Ecology; Equine Sociality; Equine Learning; Equine Cognition; Equine Welfare | ||||
| Abstract | Target group: Biologists, Psychologists, Veterinarians and Professionals Meeting target: Because the last international meeting on Equine Science took place a couple years ago, there is an urgent need for equine scientists to exchange scientific knowledge, coordinate research provide knowledge for practical application, and discus research results among themselves and with professionals who work with horses. Additionally, dialog concerning the coordination of the study “Equitation Science” in Europe is urgently needed. Coordination and cooperation shall arise from the meeting, enrich the research, and advance the application of scientific knowledge for the horses` welfare. |
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| Publisher | Xenophon Verlag | Place of Publication | Wald | Editor | Krueger, K. |
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | ISBN  |
978-3-9808134-0-2 | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 4508 | ||
| Permanent link to this record | |||||
| Author | Krueger, K. | ||||
| Title | Social learning and innovative behaviour in horses | Type | Conference Article | ||
| Year | 2015 | Publication | Proceedings of the 3. International Equine Science Meeting | Abbreviated Journal | Proc. 3. Int. Equine. Sci. Mtg |
| Volume | Issue | Pages | |||
| Keywords | social learning, innovative behaviour, Equus caballus, cognitive capacities | ||||
| Abstract | The evaluation of important parameters for measuring the horses’ cognitive capacities is one of the central topics of the equine behaviour team at Nürtingen-Geislingen University. Social complexity has been said to be one of the settings in which needs for cognitive capacities arise in animals. A variety of studies throughout the last two decades proved the horses’ social complexity to be far more elaborate than previously assumed. Horses form social bonds for the protection of offspring, intervene in encounters of others, identify group mates individually and easily orientate in a fission fusion society. In such socially complex societies, animals will benefit from learning socially. In many bird and primate species the degree of social complexity correlates nicely with the species abilities for social learning. Social learning was, therefore, argued to be an indicator for elaborate mental capacities in animals. We were delighted to prove that horses actually copy social behaviour and techniques for operating a feeding apparatus from older and higher ranking group members. In a recent study we found young horses, at the age of 3 to 12, to copy the operation of a feeding apparatus from a human demonstrator. Social learning seems to work nicely in horses when the social background of the animals is considered. The degree to which individual animals adapt to changes in their social or physical environment by finding innovative solution appears to be the other side of the coin, of whether animals adjust to challenges by social learning. It is not very astonishing, that along with the animals’ social complexity and their ability to learn socially also the degree to which they show innovative behaviour was claimed to be one of the most important demonstrations of advanced cognitive capacities. In a recent approach, we started to ask horse owners and horse keepers in many countries to tell us about unusual behaviour of their horses via a web site (http://innovative-behaviour.org). To date, we received 204 cases of innovative behaviour descriptions from which six cases were clear examples of tool use or borderline tool use. We categorized the innovative behaviours into the classes, a) innovations to gain food, b) innovations to gain freedom, c) social innovations, d) innovations to increase maintenance, and e) innovations that could not be clearly assigned to a category. About 20% of the innovative horses showed more than one innovation. These animals could be termed “true innovators”. Again, young horses were more innovative than older ones with the age group 5 – 9 showing the highest number of innovative behaviour descriptions. In a nutshell, the horses’ cognitive capacities appear to be underestimated throughout the last decades. The horses’ social complexity is far more elaborate than previously assumed, horses learn socially from conspecific and humans, some of them demonstrate innovative behaviour adaptations to their environment and even simple forms of tool use. |
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| Address | |||||
| Corporate Author | Krueger, K. | Thesis | |||
| Publisher | Xenophon Publishing | Place of Publication | Wald | Editor | |
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | in prep | Series Issue | Edition | ||
| ISSN | ISBN |
978-3-95625-000-2 | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5848 | ||
| Permanent link to this record | |||||
| Author | Bloom, P. | ||||
| Title | Behavior. Can a dog learn a word? | Type | Journal Article | ||
| Year | 2004 | Publication | Science (New York, N.Y.) | Abbreviated Journal | Science |
| Volume | 304 | Issue | 5677 | Pages | 1605-1606 |
| Keywords | Animals; Child; Child, Preschool; *Dogs; Humans; *Learning; *Memory; *Vocabulary | ||||
| Abstract | |||||
| Address | Department of Psychology, Yale University, Post Office Box 208205, New Haven, CT 06520-8205, USA. paul.bloom@yale.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1095-9203 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15192205 | Approved | no | ||
| Call Number | Serial | 28 | |||
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| Author | Houpt, K.A.; Zahorik, D.M.; Swartzman-Andert, J.A. | ||||
| Title | Taste aversion learning in horses | Type | Journal Article | ||
| Year | 1990 | Publication | Journal of animal science | Abbreviated Journal | J. Anim Sci. |
| Volume | 68 | Issue | 8 | Pages | 2340-2344 |
| Keywords | Animal Feed; Animals; *Avoidance Learning; Feeding Behavior/*psychology; *Food Preferences; Horses/physiology/*psychology; *Taste | ||||
| Abstract | The ability of ponies to learn to avoid a relatively novel food associated with illness was tested in three situations: when illness occurred immediately after consuming a feed; when illness occurred 30 min after consuming a feed; and when illness was contingent upon eating one of three feeds offered simultaneously. Apomorphine was used to produce illness. The feeds associated with illness were corn, alfalfa pellets, sweet feed and a complete pelleted feed. The ponies learned to avoid all the fees except the complete feed when apomorphine injection immediately followed consumption of the feed. However, the ponies did not learn to avoid a feed if apomorphine was delayed 30 min after feed consumption. They could learn to avoid alfalfa pellets, but not corn, when these feeds were presented with the familiar “safe foods,” oats and soybean meal. Ponies apparently are able to learn a taste aversion, but there were constraints on this learning ability. Under the conditions of this study, they did not learn to avoid a food that made them sick long after consumption of the food, and they had more difficulty learning to avoid highly palatable feeds. | ||||
| Address | Cornell University, Ithaca, NY 14853 | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0021-8812 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:2401656 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 41 | ||
| Permanent link to this record | |||||
| Author | Moses, S.N.; Villate, C.; Ryan, J.D. | ||||
| Title | An investigation of learning strategy supporting transitive inference performance in humans compared to other species | Type | Journal Article | ||
| Year | 2006 | Publication | Neuropsychologia | Abbreviated Journal | Neuropsychologia |
| Volume | 44 | Issue | 8 | Pages | 1370-1387 |
| Keywords | Adult; Analysis of Variance; Association Learning/*physiology; *Cognition; *Concept Formation; Female; Humans; *Logic; Male; Pattern Recognition, Visual/physiology; Photic Stimulation/methods; Reaction Time/physiology | ||||
| Abstract | Generalizations about neural function are often drawn from non-human animal models to human cognition, however, the assumption of cross-species conservation may sometimes be invalid. Humans may use different strategies mediated by alternative structures, or similar structures may operate differently within the context of the human brain. The transitive inference problem, considered a hallmark of logical reasoning, can be solved by non-human species via associative learning rather than logic. We tested whether humans use similar strategies to other species for transitive inference. Results are crucial for evaluating the validity of widely accepted assumptions of similar neural substrates underlying performance in humans and other animals. Here we show that successful transitive inference in humans is unrelated to use of associative learning strategies and is associated with ability to report the hierarchical relationship among stimuli. Our work stipulates that cross-species generalizations must be interpreted cautiously, since performance on the same task may be mediated by different strategies and/or neural systems. | ||||
| Address | Rotman Research Institute, Baycrest Centre for Geriatric Care, Toronto, Canada. smoses@rotman-baycrest.on.ca | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0028-3932 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16503340 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 153 | ||
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| Author | Blaisdell, A.P.; Sawa, K.; Leising, K.J.; Waldmann, M.R. | ||||
| Title | Causal reasoning in rats | Type | Journal Article | ||
| Year | 2006 | Publication | Science (New York, N.Y.) | Abbreviated Journal | Science |
| Volume | 311 | Issue | 5763 | Pages | 1020-1022 |
| Keywords | Animals; *Association Learning; Bayes Theorem; *Cognition; Comprehension; Forecasting; Male; Rats; Rats, Long-Evans | ||||
| Abstract | Empirical research with nonhuman primates appears to support the view that causal reasoning is a key cognitive faculty that divides humans from animals. The claim is that animals approximate causal learning using associative processes. The present results cast doubt on that conclusion. Rats made causal inferences in a basic task that taps into core features of causal reasoning without requiring complex physical knowledge. They derived predictions of the outcomes of interventions after passive observational learning of different kinds of causal models. These competencies cannot be explained by current associative theories but are consistent with causal Bayes net theories. | ||||
| Address | Department of Psychology, University of California, Los Angeles, CA 90095, USA. blaisdell@psych.ucla.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1095-9203 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16484500 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 154 | ||
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| Author | de Waal, F.B.; Seres, M. | ||||
| Title | Propagation of handclasp grooming among captive chimpanzees | Type | Journal Article | ||
| Year | 1997 | Publication | American journal of primatology | Abbreviated Journal | Am. J. Primatol. |
| Volume | 43 | Issue | 4 | Pages | 339-346 |
| Keywords | Animals; Family Relations; Female; *Grooming; Learning; Male; Pan troglodytes/*psychology; *Social Behavior | ||||
| Abstract | A grooming posture previously reported for two wild chimpanzee (Pan troglodytes) communities developed spontaneously in a captive group of the same species. This offered a unique opportunity to follow the propagation of a new social custom. The posture consists of two partners grasping hands--either both right hands or both left hands--and raising the arms in an A-frame above their heads while mutually grooming with their free hands. The propagation of this pattern was followed over a 5 year period. In the beginning, handclasps were always initiated by the same adult female. This female initiated the posture mainly with her adult female kin. In subsequent years, these relatives became frequent participants in the posture with each other as well as with nonrelatives. Over the years the posture increased in frequency and duration and spread to the majority of adults and also to a few adolescents and older juveniles. The pattern persisted after removal of the apparent originator. | ||||
| Address | Yerkes Primate Center, Emory University, Atlanta, GA 30329, USA. dewaal@emory.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0275-2565 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:9403098 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 202 | ||
| Permanent link to this record | |||||
| Author | Zentall, T.R. | ||||
| Title | Imitation: definitions, evidence, and mechanisms | Type | Journal Article | ||
| Year | 2006 | Publication | Animal cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 9 | Issue | 4 | Pages | 335-353 |
| Keywords | Adaptation, Psychological; Animals; *Behavior, Animal; *Imitative Behavior; *Learning; Motivation; *Social Environment; Transfer (Psychology) | ||||
| Abstract | Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found. | ||||
| Address | Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@uky.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1435-9448 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:17024510 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 217 | ||
| Permanent link to this record | |||||
| Author | Macphail, E.M. | ||||
| Title | Cognitive function in mammals: the evolutionary perspective | Type | Journal Article | ||
| Year | 1996 | Publication | Brain research. Cognitive brain research | Abbreviated Journal | Brain Res Cogn Brain Res |
| Volume | 3 | Issue | 3-4 | Pages | 279-290 |
| Keywords | Animals; Cognition/*physiology; Conditioning (Psychology)/*physiology; Evolution; Humans; Learning/*physiology; Task Performance and Analysis | ||||
| Abstract | The work of behavioural pharmacologists has concentrated on small animals, such as rodents and pigeons. The validity of extrapolation of their findings to humans depends upon the existence of parallels in both physiology and psychology between these animals and humans. This paper considers the question whether there are in fact substantial cognitive parallels between, first, different non-human groups of vertebrates and, second, non-humans and humans. Behavioural data from 'simple' tasks, such as habituation and conditioning, do not point to species differences among vertebrates. Using examples that concentrate on the performance of rodents and birds, it is argued that, similarly, data from more complex tasks (learning-set formation, transitive inference, and spatial memory serve as examples) reveal few if any cognitive differences amongst non-human vertebrates. This conclusion supports the notion that association formation may be the critical problem-solving process available to non-human animals; associative mechanisms are assumed to have evolved to detect causal links between events, and would therefore be relevant in all ecological niches. In agreement with this view, recent advances in comparative neurology show striking parallels in functional organisation of mammalian and avian telencephalon. Finally, it is argued that although the peculiarly human capacity for language marks a large cognitive contrast between humans and non-humans, there is good evidence-in particular, from work on implicit learning--that the learning mechanisms available to non--humans are present and do play an important role in human cognition. | ||||
| Address | Department of Psychology, University of York at Heslington, UK | ||||
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| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0926-6410 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:8806029 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 603 | ||
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| Author | Markman, E.M.; Abelev, M. | ||||
| Title | Word learning in dogs? | Type | Journal Article | ||
| Year | 2004 | Publication | Trends in Cognitive Sciences | Abbreviated Journal | Trends. Cognit. Sci. |
| Volume | 8 | Issue | 11 | Pages | 479-81; discussion 481 |
| Keywords | Animals; Association Learning; Dogs; *Learning; *Verbal Learning; *Vocabulary | ||||
| Abstract | In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations – learned heuristics, default assumptions, and pragmatic reasoning – as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition. | ||||
| Address | Department of Psychology, Stanford University, Bldg 420, Stanford, CA 94305-2130, USA | ||||
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| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1364-6613 | ISBN |
Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15491899 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 274 | ||
| Permanent link to this record | |||||