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	Author	Range, F.; Huber, L.
	Title	Attention in common marmosets: implications for social-learning experiments			Type	Journal Article
	Year	2007	Publication	Animal Behaviour.	Abbreviated Journal	Anim. Behav.
	Volume	73	Issue	6	Pages	1033-1041
	Keywords	attention; Callithrix jacchus; common marmoset; imitation; social learning
	Abstract	The question whether a certain species is or is not able to imitate has received much recent attention. However, the ability to copy a demonstrated action might depend not only on the imitative ability of the observer but also on its attention, a factor widely neglected in discussions and experiments. Since attention differs between species as well as between individuals, it is likely to influence the amount and type of information different species and/or observers may extract from a given demonstration. We studied attention in common marmosets, Callithrix jacchus. In a series of experimental sessions, individual marmosets watched different conspecific models that were searching, manipulating an object and feeding. The observers could see the demonstration through two observation holes, which allowed us to measure exactly how often and for how long they watched the model. Marmosets were more attentive towards conspecifics engaged in a problem-solving task than an exploring model. Individual variation in attention was large, ranging from less than 10% to over 49%. Attention also depended on the identity of the model with an increase in attention if it was of the opposite sex. Overall, attention of marmosets was short with a median duration of 6 s while the model manipulated an object. This study measured the real interest of the observer towards a model, which could be an important variable in social-learning experiments.
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4208
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	Author	Shier, D.M.; Owings, D.H.
	Title	Effects of social learning on predator training and postrelease survival in juvenile black-tailed prairie dogs, Cynomys ludovicianus			Type	Journal Article
	Year	2007	Publication	Animal Behaviour.	Abbreviated Journal	Anim. Behav.
	Volume	73	Issue	4	Pages	567-577
	Keywords	antipredator behaviour; black-tailed prairie dog; Cynomys ludovicianus; postrelease survival; predator avoidance; social learning
	Abstract	We examined how social context and experience affected development of antipredator behaviour and subsequent postrelease survival in the black-tailed prairie dog. Captive-reared juveniles were initially exposed to four stimulus animals: a ferret, a rattlesnake, a hawk and a cottontail control (pretraining tests). Subjects were then trained with or without an adult female demonstrator. Training involved exposure to each stimulus animal two to three times over 5 weeks. After training, each juvenile was retested with each stimulus animal (post-training tests). During pretraining tests, juveniles responded differentially to the stimulus animals. They were least active with the snake, fled the most in tests with the hawk, and were less vigilant with the ferret than with the snake. Following training, juveniles trained with experienced adults were more wary with all three predators than juveniles trained without an experienced adult present. We then compared the antipredator behaviour of captive-reared juveniles trained with experienced adult females with that of wild-reared juveniles of the same age. For all behavioural measures except shelter use, wild-experienced animals differentiated more strongly among predator types than did captive-trained juveniles. One year after reintroduction, survivorship of juveniles trained with experienced adults was higher than that of juveniles trained without experienced adults, but did not differ from that of wild-reared juveniles. These findings provide the first evidence that social transmission of antipredator behaviour during training can enhance long-term survival following release and that as long as a social training regime is used, predator avoidance training can emulate experience acquired in the wild.
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4212
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	Author	Bryson, J.; Leong, J.
	Title	Primate errors in transitive inference: a two-tier learning model			Type	Journal Article
	Year	2007	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	10	Issue	1	Pages	1-15
	Keywords	Transitive inference, choice or performance – Task learning – Hippocampal learning – Modelling
	Abstract	Abstract  Transitive performance (TP) is a learning-based behaviour exhibited by a wide range of species, where if a subject has been taught to prefer A when presented with the pair AB but to prefer B when presented with the pair BC, then the subject will also prefer A when presented with the novel pair AC. Most explanations of TP assume that subjects recognize and learn an underlying sequence from observing the training pairs. However, data from squirrel monkeys (Saimiri sciureus) and young children contradict this, showing that when three different items (a triad) are drawn from the sequence, subjects`` performance degrades systematically (McGonigle and Chalmers, Nature 267:694-696, 1977; Chalmers and McGonigle, Journal of Experimental Child Psychology 37:355-377, 1984; Harris and McGonigle, The Quarterly Journal of Experimental Psychology 47B:319-348, 1994). We present here the two-tier model, the first learning model of TP which accounts for this systematic performance degradation. Our model assumes primate TP is based on a general-purpose task learning system rather than a special-purpose sequence-learning system. It supports the hypothesis of Heckers et al. (Hippocampus 14:153-162, 2004) that TP is an expression of two separate general learning elements: one for associating actions and contexts, another for prioritising associations when more than one context is present. The two-tier model also provides explanations for why phased training is important for helping subjects learn the initial training pairs and why some subjects fail to do so. It also supports the Harris and McGonigle (The Quarterly Journal of Experimental Psychology 47B:319-348, 1994) explanation of why, once the training pairs have been acquired, subjects perform transitive choice automatically on two-item diads, but not when exposed to triads from the same sequence.
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	Notes				Approved	no
	Call Number	Admin @ knut @			Serial	4221
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	Author	Hausberger, M.; Gautier, E.; Muller, C.; Jego, P.
	Title	Lower learning abilities in stereotypic horses			Type	Journal Article
	Year	2007	Publication	Applied Animal Behaviour Science	Abbreviated Journal	Appl. Anim. Behav. Sci.
	Volume	107	Issue	3-4	Pages	299-306
	Keywords	Stereotypies; Learning ability; Horses
	Abstract	The question of whether motor stereotypies may be associated with learning disorders is a highly debated issue both in humans and animals, but evidence is still scarce. The aim of the present study was to investigate the relation between the occurrence of stereotypic behaviours in horses where stereotypies are well described and learning abilities measurable. Seventy horses were observed in their box at two periods (August and November) and were then submitted to an instrumental task (opening a chest by raising the lid using the nose). Fifty-one of them had shown stereotypic behaviours at both periods. It appeared that more stereotypic horses (36/51) were unsuccessful than non-stereotypic horses (3/19) in the learning task. When successful, they required a longer time in order to perform the task (368 s on average against 220 for the non-stereotypic horses). No difference was found according to the type of stereotypy performed. This is to our knowledge the first time that a relation is found between stereotypy and learning in an animal species. The additional finding that stereotypic horses spent less time lying down and sleeping suggests a possible role of attentional processes. This finding has important implications for the horse industry.
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4301
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	Author	Broucek, J., Uhrincat, M., KiÅ¡ac, P., Hanus, A..
	Title	Hair Whorl Position as a Predictor of Learning Ability and Locomotor Behavior in Cattle?			Type	Journal Article
	Year	2004	Publication	ACTA VETERINARIA BRUNENSIS	Abbreviated Journal	ACTA VET. BRNO
	Volume	73	Issue	4	Pages	455-459
	Keywords	Cattle, hair whorl, reversal learning, open-field
	Abstract	The aim of our work was to investigate the hypothesis that the speed of solving the maze tests and locomotor behavior of heifers in open-field tests are affected by the height location of facial whorl. Fifty-eight Holstein heifers were used. Maze learning was observed at the age of 15 weeks, and an open-field test was applied at two ages, 16 weeks and 18 months. Whorl placement was recorded by one person as each heifer entered the scale. The hair whorl position was determined on the basis of two patterns: A) hair whorl high, middle and low and B) hair whorl high and low. Heifers with a high hair whorl were the fastest (77.8 Â± 84.3 s) and heifers with a middle hair whorl the slowest (87.3 Â± 100.3 s) in the A pattern during the maze tests. In the B whorl pattern, heifers with a high hair whorl ran across the maze in 84.5 Â± 95.2 s and heifers with a low hair whorl in 84.1 Â± 97.9 s. The number of crossed squares in a 5-minute open-field test in the A pattern was the non-significantly highest in heifers with a high hair whorl (43.4) at the age of 16 weeks. In the B whorl pattern, heifers with a high hair whorl were also more mobile, but neither differences in individual minutes nor in the whole 5 minutes were significant. Heifers with a high hair whorl displayed the strongest locomotory behavior (37.6 squares) and heifers with a low hair whorl (30.8) were the slowest in the A pattern at the age of 18 months. The differences were not significant. In the B whorl pattern, heifers with a high hair whorl crossed more squares, but the difference was not significant in comparison with heifers with a low hair whorl. We found that the time of traversing the maze and the locomotor activity in open-field test may not be influenced in the dairy cattle by the height facial whorl position
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4321
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	Author	Broucek, J.; Ksac, P.; Uhrincat, M.
	Title	The effect of sire line on learning and locomotor behaviour of heifers			Type	Journal Article
	Year	2003	Publication	Czech Journal of Animal Science	Abbreviated Journal	Czech J. Anim. Sci
	Volume	48	Issue		Pages	387-394
	Keywords	heifers; sire; maze; open-field test; repeatability; learning; locomotor behaviour relationship
	Abstract	ABSTRACT: e aim of this study was to test the effect of sire line on maze learning ability and locomotor behaviour in open-field tests of heifers, consistency over the time of grid crossing and relationship between the time of traversing the maze and grid crossings in open-field tests, respectively. We analysed the results of ethological tests for 54 Holstein heifers that descended from 7 sires. Maze behaviour was observed at the age of 15 weeks, an open-field test was applied at two age periods, 16 weeks and 18 months. We found out highly significant differences in the time of traversing the maze between heifers of different sire origin (P < 0.01). e number of grid crossings over the five minutes of the open-field test did not differ between the daughters of the age of 16 weeks and 18 months. Repeatability between the number of grid crossings at the age of 16 weeks and 18 months was proved by significant correlation (r = 0.2713). On the contrary, significant relationships between the times of traversing the maze and locomotor behaviour in the open-field test (r =-0.3739) were found only when the sequence of observations followed after a week pause (age of 15 and 16 weeks).
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4322
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	Author	Williams, J.L.; Friend, T.H.; Toscano, M.J.; Collins, M.N.; Sisto-Burt, A.; Nevill, C.H.
	Title	The effects of early training sessions on the reactions of foals at 1, 2, and 3 months of age			Type	Journal Article
	Year	2002	Publication	Applied Animal Behaviour Science	Abbreviated Journal	Appl. Anim. Behav. Sci.
	Volume	77	Issue	2	Pages	105-114
	Keywords	Equine; Imprint training; Imprinting; Learning; Training; Handling; Foal
	Abstract	An early training procedure commonly termed “foal imprint training” is widely promoted in the horse industry. However, there have been no published scientific investigations of its efficacy. This study determined the effects of a training procedure on foals and their reaction to stimuli used in the early training procedure, and to a novel stimulus, at 1, 2 and 3 months of age. Twenty-five foals received a standard training procedure at 2, 12, 24, and 48 h after birth. After the training procedure, the foals received minimal additional handling that included veterinary treatments and occasional relocation. Twenty-two foals born over the same time period served as controls. All 47 (25 trained, 22 control) foals were tested at 1 month of age. Only 20 were available for testing at 2 months of age, and nine were available at 3 months. Percentage change from baseline heart rate, time required to complete exposure to each stimulus (foals that were more reactive took longer) and the behavior of each foal during the introduction of each stimulus were recorded. Overall, the control foals tended to receive lower (better) behavioral scores at 1 and 2 months of age. Foals that underwent the training procedure tended to require less time to complete exposure to the stimulus and had lower heart rates during exposure to the stimuli at 1 and 2 months of age. By 3 months of age, there were no significant differences between trained and control foals for any measures. Early training was not efficacious in this study.
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4331
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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
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	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
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	Author	McGreevy, P.D.; McLean, A.N.
	Title	Roles of learning theory and ethology in equitation			Type	Journal Article
	Year	2007	Publication	Journal of Veterinary Behavior: Clinical Applications and Research	Abbreviated Journal
	Volume	2	Issue	4	Pages	108-118
	Keywords	ethological training; equine ethnology; equitation; horse behavior; learning theory
	Abstract	By definition, ethology is primarily the scientific study of animal behavior, especially as it occurs in a natural environment; applied ethology being the study of animal behavior in the human domain. The terms equine ethology and ethological training are becoming commonplace in the equestrian domain, yet they seem to be used with a conspicuous lack of clarity and with no mention of learning theory. Most of what we do to train horses runs counter to their innate preferences. This article summarizes the ethological challenges encountered by working horses and considers the merits and limitations of ethological solutions. It also questions the use of terms such as “alpha” and “leader” and examines aspects of learning theory, equine cognition, and ethology as applied to horse training and clinical behavior modification. We propose 7 training principles that optimally account for the horse's ethological and learning abilities and maintain maximal responsivity in the trained horse. These principles can be summarized as: (1) use learning theory appropriately; (2) train easy-to-discriminate signals; (3) train and subsequently elicit responses singularly; (4) train only one response per signal; (5) train all responses to be initiated and subsequently completed within a consistent structure; (6) train persistence of current operantly conditioned responses; and (7) avoid and disassociate flight responses. Adherence to these principles and incorporating them into all horse training methodologies should accelerate training success, reduce behavioral wastage of horses, and improve safety for both humans and horses.
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	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4511
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	Author	Broad, K.D.; Curley, J.P.; Keverne, E.B.
	Title	Mother-infant bonding and the evolution of mammalian social relationships			Type	Journal Article
	Year	2006	Publication	Philosophical Transactions of the Royal Society B: Biological Sciences	Abbreviated Journal	Phil. Trans. Biol. Sci.
	Volume	361	Issue	1476	Pages	2199-2214
	Keywords	Endorphin; Maternal behaviour; Olfactory memory; Opioids; Oxytocin; Pair bonding; Prefrontal cortex; Social learning
	Abstract	A wide variety of maternal, social and sexual bonding strategies have been described across mammalian species, including humans. Many of the neural and hormonal mechanisms that underpin the formation and maintenance of these bonds demonstrate a considerable degree of evolutionary conservation across a representative range of these species. However, there is also a considerable degree of diversity in both the way these mechanisms are activated and in the behavioural responses that result. In the majority of small-brained mammals (including rodents), the formation of a maternal or partner preference bond requires individual recognition by olfactory cues, activation of neural mechanisms concerned with social reward by these cues and gender-specific hormonal priming for behavioural output. With the evolutionary increase of neocortex seen in monkeys and apes, there has been a corresponding increase in the complexity of social relationships and bonding strategies together with a significant redundancy in hormonal priming for motivated behaviour. Olfactory recognition and olfactory inputs to areas of the brain concerned with social reward are downregulated and recognition is based on integration of multimodal sensory cues requiring an expanded neocortex, particularly the association cortex. This emancipation from olfactory and hormonal determinants of bonding has been succeeded by the increased importance of social learning that is necessitated by living in a complex social world and, especially in humans, a world that is dominated by cultural inheritance. © 2006 The Royal Society.
	Address	Sub-Department of Animal Behaviour, University of Cambridge, Madingley, Cambridge CB3 8AA, United Kingdom
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	Notes	Cited By (since 1996): 6; Export Date: 23 October 2008; Source: Scopus			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	4558
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