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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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| 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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| 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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| 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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| Call Number | Equine Behaviour @ team @ | Serial | 4301 | ||
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| Author | Broucek, J., Uhrincat, M., Kišac, 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 ± 84.3 s) and heifers with a middle hair whorl the slowest (87.3 ± 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 ± 95.2 s and heifers with a low hair whorl in 84.1 ± 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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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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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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Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 4331 | ||
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| Author | Whistance, L.K.; Sinclair, L.A.; Arney, D.R.; Phillips, C.J.C. | ||||
| Title | Trainability of eliminative behaviour in dairy heifers using a secondary reinforcer | Type | Journal Article | ||
| Year | 2009 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 117 | Issue | 3-4 | Pages | 128-136 |
| Keywords | Cattle; Eliminative behaviour; Learning; Clicker training; Clean bedding | ||||
| Abstract | Soiled bedding influences cleanliness and disease levels in dairy cows and there is no evidence of an inherent latrine behaviour in cattle. If cows were trained to use a concrete area of the housing system as a latrine, a cleaner bed could be maintained. Thirteen group-housed, 14-16-month-old Holstein-Friesian heifers, were clicker trained with heifer-rearing concentrate pellets as a reward. Training was carried out in four phases. (Phase 1) Association of feed reward with clicker, criterion: 34/40 correct responses. (Phase 2) Simple task (nose-butting a disc) to reinforce phase 1 association, criterion: 17/20 correct responses. (Phase 3) Association of eliminative behaviour with reward where criterion was four sessions with only one incorrect response: criteria for each heifer in phases 1-3 were set using binomial tests. (Phase 4) Shaping eliminative behaviour to occur on concrete. Possible responses were, eliminating on concrete (C) or straw (S), or moving from one substrate to another immediately before eliminating: C --> S, S --> C. Heifers were rewarded for the desired behaviours C and S --> C and ignored when S and C --> S occurred. If learning was achieved, C should increase as C --> S decreased and S --> C should increase as S decreased: tested with Spearman rank correlations. All heifers achieved criterion by day 4 of phase 1 (P = 0.001); day 1 of phase 2 (P = 0.001) and day 10 of phase 3 (P < 0.009). Responses changed throughout phase 3 beginning with (i) looking at the trainer whilst voiding then moving to trainer after the click, and later including (ii) moving to trainer immediately before- or (iii) during voiding. No relationship was found between S and S --> C (rs = -0.14; P = 0.63) or C and C --> S (rs = -0.33; P = 0.25). All group members eliminated more often on concrete (580) than on straw (141) but four heifers with consistently longer lying bouts also showed more C --> S before lying down (Mann-Whitney, P = 0.007). The present study is believed to be the first reported work to show that cattle can be trained to show an awareness of their own eliminative behaviour. This was not successfully shaped to latrine behaviour, however, and it is suggested that floor type may not have been a sufficiently salient cue. Voiding on straw occurred largely with response C --> S (0.73) and general behaviour suggested that this was strongly linked to lying patterns of individual heifers. | ||||
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| ISSN | 0168-1591 | ISBN | Medium | ||
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| Call Number | Equine Behaviour @ team @ | Serial | 4765 | ||
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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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| ISSN | ISBN | 978-3-9808134-0-2 | Medium | ||
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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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| Call Number | Equine Behaviour @ team @ | Serial | 4511 | ||
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