| Records |
| Author |
Fragaszy, D.; Visalberghi, E. |
| Title |
Socially biased learning in monkeys |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
32 |
Issue |
1 |
Pages |
24-35 |
| Keywords |
Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation |
| Abstract |
We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning. |
| Address |
Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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| ISSN |
1543-4494 |
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| Notes |
PMID:15161138 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
828 |
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| Author |
Hall, C.A.; Cassaday, H.J.; Derrington, A.M. |
| Title |
The effect of stimulus height on visual discrimination in horses |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
| Volume |
81 |
Issue |
7 |
Pages |
1715-1720 |
| Keywords |
Animals; *Discrimination Learning/physiology; Female; Horses/physiology/*psychology; Male; Orientation; *Photic Stimulation; Vision/*physiology |
| Abstract |
This study investigated the effect of stimulus height on the ability of horses to learn a simple visual discrimination task. Eight horses were trained to perform a two-choice, black/white discrimination with stimuli presented at one of two heights: ground level or at a height of 70 cm from the ground. The height at which the stimuli were presented was alternated from one session to the next. All trials within a single session were presented at the same height. The criterion for learning was four consecutive sessions of 70% correct responses. Performance was found to be better when stimuli were presented at ground level with respect to the number of trials taken to reach the criterion (P < 0.05), percentage of correct first choices (P < 0.01), and repeated errors made (P < 0.01). Thus, training horses to carry out tasks of visual discrimination could be enhanced by placing the stimuli on the ground. In addition, the results of the present study suggest that the visual appearance of ground surfaces is an important factor in both horse management and training. |
| Address |
School of Land-based Studies, Nottingham Trent University, Brackenhurst College Campus, Southwell, Nottinghamshire, England NG25 0QF. carol.hall@ntu.ac.uk |
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English |
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| ISSN |
0021-8812 |
ISBN |
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| Notes |
PMID:12854807 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
835 |
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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 |
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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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English |
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| Notes |
PMID:10485004 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
845 |
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| Author |
Cooper, J.J. |
| Title |
Comparative learning theory and its application in the training of horses |
Type |
Journal Article |
| Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
| Volume |
|
Issue |
27 |
Pages |
39-43 |
| Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); Horses/*psychology; *Learning; Reinforcement (Psychology) |
| Abstract |
Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training. |
| Address |
Department of Zoology, University of Oxford, UK |
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English |
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| Notes |
PMID:10485003 |
Approved |
no |
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refbase @ user @ |
Serial |
846 |
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| Author |
Biederman, G.B.; Robertson, H.A.; Vanayan, M. |
| Title |
Observational learning of two visual discriminations by pigeons: a within-subjects design |
Type |
Journal Article |
| Year |
1986 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
| Volume |
46 |
Issue |
1 |
Pages |
45-49 |
| Keywords |
Animals; Attention; Columbidae; Conditioning, Operant; Cues; *Discrimination Learning; *Imitative Behavior; Male; Visual Perception |
| Abstract |
Pigeon's observational learning of successive visual discrimination was studied using within-subject comparisons of data from three experimental conditions. Two pairs of discriminative stimuli were used; each bird was exposed to two of the three experimental conditions, with different pairs of stimuli used in a given bird's two conditions. In one condition, observers were exposed to visual discriminative stimuli only. In a second condition, subjects were exposed to a randomly alternating sequence of two stimuli where the one that would subsequently be used as S+ was paired with the operation of the grain magazine. In a third experimental condition, subjects were exposed to the performance of a conspecific in the operant discrimination procedure. After exposures to conspecific performances, there was facilitation of discriminative learning, relative to that which followed exposures to stimulus and reinforcement sequences or exposures to stimulus sequences alone. Exposure to stimulus and food-delivery sequences enhanced performance relative to exposure to stimulus sequences alone. The differential effects of these three types of exposure were not attributable to order effects or to task difficulty; rather, they clearly were due to the type of exposure. |
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English |
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0022-5002 |
ISBN |
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| Notes |
PMID:3746187 |
Approved |
no |
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refbase @ user @ |
Serial |
853 |
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| Author |
Dougherty, D.M.; Lewis, P. |
| Title |
Stimulus generalization, discrimination learning, and peak shift in horses |
Type |
Journal Article |
| Year |
1991 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
| Volume |
56 |
Issue |
1 |
Pages |
97-104 |
| Keywords |
Animals; *Appetitive Behavior; Attention; *Conditioning, Operant; *Discrimination Learning; Female; *Generalization, Stimulus; Horses/*psychology; Male; *Pattern Recognition, Visual; Size Perception |
| Abstract |
Using horses, we investigated three aspects of the stimulus control of lever-pressing behavior: stimulus generalization, discrimination learning, and peak shift. Nine solid black circles, ranging in size from 0.5 in. to 4.5 in. (1.3 cm to 11.4 cm) served as stimuli. Each horse was shaped, using successive approximations, to press a rat lever with its lip in the presence of a positive stimulus, the 2.5-in. (6.4-cm) circle. Shaping proceeded quickly and was comparable to that of other laboratory organisms. After responding was maintained on a variable-interval 30-s schedule, stimulus generalization gradients were collected from 2 horses prior to discrimination training. During discrimination training, grain followed lever presses in the presence of a positive stimulus (a 2.5-in circle) and never followed lever presses in the presence of a negative stimulus (a 1.5-in. [3.8-cm] circle). Three horses met a criterion of zero responses to the negative stimulus in fewer than 15 sessions. Horses given stimulus generalization testing prior to discrimination training produced symmetrical gradients; horses given discrimination training prior to generalization testing produced asymmetrical gradients. The peak of these gradients shifted away from the negative stimulus. These results are consistent with discrimination, stimulus generalization, and peak-shift phenomena observed in other organisms. |
| Address |
Department of Psychology, Ohio University, Athens 45701 |
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English |
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0022-5002 |
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| Notes |
PMID:1940765 |
Approved |
no |
| Call Number |
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Serial |
1764 |
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| Author |
Hall, C.A.; Cassaday, H.J.; Vincent, C.J.; Derrington, A.M. |
| Title |
Cone excitation ratios correlate with color discrimination performance in the horse (Equus caballus) |
Type |
Journal Article |
| Year |
2006 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
120 |
Issue |
4 |
Pages |
438-448 |
| Keywords |
Animals; Behavior, Animal; *Color Perception; *Discrimination (Psychology); Discrimination Learning; Horses; Photoreceptors, Vertebrate/*physiology |
| Abstract |
Six horses (Equus caballus) were trained to discriminate color from grays in a counterbalanced sequence in which lightness cues were irrelevant. Subsequently, the pretrained colors were presented in a different sequence. Two sets of novel colors paired with novel grays were also tested. Performance was just as good in these transfer tests. Once the horse had learned to select the chromatic from the achromatic stimulus, regardless of the specific color, they were immediately able to apply this rule to novel stimuli. In terms of the underlying visual mechanisms, the present study showed for the first time that the spectral sensitivity of horse cone photopigments, measured as cone excitation ratios, was correlated with color discrimination performance, measured as accuracy, repeated errors, and latency of approach. |
| Address |
School of Animal, Rural and Environmental Sciences, Nottingham Trent University, Southwell, United Kingdom. carol.hall@ntu.ac.uk |
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English |
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0735-7036 |
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| Notes |
PMID:17115866 |
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no |
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Serial |
1780 |
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Christensen, J.W.; Rundgren, M.; Olsson, K. |
| Title |
Training methods for horses: habituation to a frightening stimulus |
Type |
Journal Article |
| Year |
2006 |
Publication |
Equine veterinary journal |
Abbreviated Journal |
Equine Vet J |
| Volume |
38 |
Issue |
5 |
Pages |
439-443 |
| Keywords |
Animals; Behavior, Animal/*physiology; *Conditioning (Psychology); *Fear; Heart Rate/*physiology; Horses/physiology/*psychology; Learning; Male; Random Allocation; *Reinforcement (Psychology); Safety; Time Factors |
| Abstract |
REASONS FOR PERFORMING STUDY: Responses of horses in frightening situations are important for both equine and human safety. Considerable scientific interest has been shown in development of reactivity tests, but little effort has been dedicated to the development of appropriate training methods for reducing fearfulness. OBJECTIVES: To investigate which of 3 different training methods (habituation, desensitisation and counter-conditioning) was most effective in teaching horses to react calmly in a potentially frightening situation. HYPOTHESES: 1) Horses are able to generalise about the test stimulus such that, once familiar with the test stimulus in one situation, it appears less frightening and elicits a reduced response even when the stimulus intensity is increased or the stimulus is presented differently; and 2) alternative methods such as desensitisation and counter-conditioning would be more efficient than a classic habituation approach. METHODS: Twenty-seven naive 2-year-old Danish Warmblood stallions were trained according to 3 different methods, based on classical learning theory: 1) horses (n = 9) were exposed to the full stimulus (a moving, white nylon bag, 1.2 x 0.75 m) in 5 daily training sessions until they met a predefined habituation criterion (habituation); 2) horses (n = 9) were introduced gradually to the stimulus and habituated to each step before the full stimulus was applied (desensitisation); 3) horses (n = 9) were trained to associate the stimulus with a positive reward before being exposed to the full stimulus (counter-conditioning). Each horse received 5 training sessions of 3 min per day. Heart rate and behavioural responses were recorded. RESULTS: Horses trained with the desensitisation method showed fewer flight responses in total and needed fewer training sessions to learn to react calmly to test stimuli. Variations in heart rate persisted even when behavioural responses had ceased. In addition, all horses on the desensitisation method eventually habituated to the test stimulus whereas some horses on the other methods did not. CONCLUSIONS AND POTENTIAL RELEVANCE: Desensitisation appeared to be the most effective training method for horses in frightening situations. Further research is needed in order to investigate the role of positive reinforcement, such as offering food, in the training of horses. |
| Address |
Danish Institute of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, Tjele, Denmark |
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English |
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0425-1644 |
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| Notes |
PMID:16986605 |
Approved |
no |
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Serial |
1783 |
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| Author |
Hausberger, M.; Bruderer, C.; Le Scolan, N.; Pierre, J.-S. |
| Title |
Interplay between environmental and genetic factors in temperament/personality traits in horses (Equus caballus) |
Type |
Journal Article |
| Year |
2004 |
Publication |
Journal of Comparative Psychology |
Abbreviated Journal |
J Comp Psychol |
| Volume |
118 |
Issue |
4 |
Pages |
434-446 |
| Keywords |
*Affect; Animals; Behavior, Animal/*physiology; *Environment; Female; Horses/*psychology; Learning; Male; Memory/physiology |
| Abstract |
The aim of the present study was to broach the question of the relative influence of different genetic and environmental factors on different temperament/personality traits of horses (Equus caballus). The researchers submitted 702 horses to standardized experimental tests and investigated 9 factors, either genetic or environmental. Genetic factors, such as sire or breed, seemed to influence more neophobic reactions, whereas environmental factors, such as the type of work, seemed to play a more dominant role in reactions to social separation or learning abilities. Additive effects were evident, showing how environmental factors may modulate behavioral traits. This study constitutes a first step toward understanding the relative weights of genetic factors and how the environment may intervene in determining individual behavioral characteristics. |
| Address |
Ethologie-Evolution-Ecologie, Universite de Rennes 1, Rennes, France. Martine.Hausberger@univ-rennes1.fr |
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Place of Publication |
Washington, D.C. : 1983 |
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English |
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0735-7036 |
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| Notes |
PMID:15584780 |
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no |
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Serial |
1897 |
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| Author |
Friedberger, J.C. |
| Title |
Modern horse training methods--what is justifiable? |
Type |
Journal Article |
| Year |
1970 |
Publication |
The Veterinary Record |
Abbreviated Journal |
Vet. Rec. |
| Volume |
87 |
Issue |
8 |
Pages |
229-231 |
| Keywords |
Animals; *Behavior, Animal; Ethics; *Horses; Learning |
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0042-4900 |
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| Notes |
PMID:5529870 |
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no |
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refbase @ user @ |
Serial |
1967 |
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