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VanDierendonck, M.C. |
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2006 |
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The Importance of Social Relationships in Horses |
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Chapter 7 |
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Feral horses are social animals, which have to rely on survival strategies centered on the formation of cohesive social bonds within their bands. Many problems in the husbandry of social animals such as horses, are due to the fact that the limits of their adaptive abilities are exceeded. Evidence suggests that the fundamental social characteristics of domestic horses have remained relatively unchanged. The social structure, social strategies and social interactions were investigated (3 non-consecutive years, 24 hr per day for several weeks) in long term established groups of domestic horses (mares and geldings of all ages) and a few small introduced groups, kept in (semi)natural environments. The general aim was to investigate the social needs of domestic horses. The social life of domestic horses was characterised by long lasting bonds with preferred partners which were established and maintained by allogrooming, play, proximity and dominance behaviours. Bonding partners were mainly found within the same sex-age group, but adult geldings also bonded with sub-adult mares and geldings. Adult mares were clustered in a group, while the other animals formed a second group. Among the adult mares, subgroups according to reproductive state were formed. Individuals regulated their social network by interfering with interactions between other members of the herd, which in itself is complex. An intervention is a behavioural action of one animal that actively interferes with an ongoing interaction between a dyad with the apparent aim of altering that interaction. This was verified by post-hoc analyses of disturbed and undisturbed interactions. Interventions in allogrooming or play were performed significantly more often when at least one member of the initial dyad was a preferred partner of, or familiar to (within the small introduced bands) the intervener. The stronger the preferred association in allogrooming between the intervener and member(s) of the initial dyad, the higher the probability the intervener would displace one initial member and continue allogrooming with the other. Just five behaviours were extracted which reliably reflected the dominance relations among horses. Aggression with the hind quarters was used both offensively and defensively and therefore not suitable as a reliable parameter. Individual dominance relationships were related to social experience. The implications of these findings for horse husbandry were assessed. It is argued that the execution of affiliative behaviours may be rewarding in itself, and therefore always will be a highly motivated behaviour. It is shown that social positive physical interactions (allogrooming, play) with other horses is an ethological need and therefore indispensable in modern husbandry systems. Ethological needs are so important for the animal that husbandry systems that lack the possibilities to execute such behaviours will cause chronic stress. It is concluded that all horses need physical social contact, and that horses, which lack appropriate social learning experiences during ontogeny, may be hampered in their social functioning later in life. Solutions for problems, including dominance problems, in individual social housing and group housing are presented. |
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Abstract |
Feral horses are social animals, which have to rely on survival strategies centered on the formation of cohesive social bonds within their bands. Many problems in the husbandry of social animals such as horses, are due to the fact that the limits of their adaptive abilities are exceeded. Evidence suggests that the fundamental social characteristics of domestic horses have remained relatively unchanged. The social structure, social strategies and social interactions were investigated (3 non-consecutive years, 24 hr per day for several weeks) in long term established groups of domestic horses (mares and geldings of all ages) and a few small introduced groups, kept in (semi)natural environments. The general aim was to investigate the social needs of domestic horses. The social life of domestic horses was characterised by long lasting bonds with preferred partners which were established and maintained by allogrooming, play, proximity and dominance behaviours. Bonding partners were mainly found within the same sex-age group, but adult geldings also bonded with sub-adult mares and geldings. Adult mares were clustered in a group, while the other animals formed a second group. Among the adult mares, subgroups according to reproductive state were formed. Individuals regulated their social network by interfering with interactions between other members of the herd, which in itself is complex. An intervention is a behavioural action of one animal that actively interferes with an ongoing interaction between a dyad with the apparent aim of altering that interaction. This was verified by post-hoc analyses of disturbed and undisturbed interactions. Interventions in allogrooming or play were performed significantly more often when at least one member of the initial dyad was a preferred partner of, or familiar to (within the small introduced bands) the intervener. The stronger the preferred association in allogrooming between the intervener and member(s) of the initial dyad, the higher the probability the intervener would displace one initial member and continue allogrooming with the other. Just five behaviours were extracted which reliably reflected the dominance relations among horses. Aggression with the hind quarters was used both offensively and defensively and therefore not suitable as a reliable parameter. Individual dominance relationships were related to social experience. The implications of these findings for horse husbandry were assessed. It is argued that the execution of affiliative behaviours may be rewarding in itself, and therefore always will be a highly motivated behaviour. It is shown that social positive physical interactions (allogrooming, play) with other horses is an ethological need and therefore indispensable in modern husbandry systems. Ethological needs are so important for the animal that husbandry systems that lack the possibilities to execute such behaviours will cause chronic stress. It is concluded that all horses need physical social contact, and that horses, which lack appropriate social learning experiences during ontogeny, may be hampered in their social functioning later in life. Solutions for problems, including dominance problems, in individual social housing and group housing are presented. |
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Universiteit Utrecht |
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Equine Behaviour @ team @ |
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2372 |
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Boyd, R.; Richerson, P.J. |
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Why does culture increase human adaptability? |
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1995 |
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Ethology and Sociobiology |
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Ethol. a. Sociob. |
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16 |
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2 |
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125-143 |
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Social learning; Adaptation; Culture; Sociobiology |
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It is often argued that culture is adaptive because it allows people to acquire useful information without costly learning. In a recent paper Rogers (1989) analyzed a simple mathematical model that showed that this argument is wrong. Here we show that Rogers' result is robust. As long as the only benefit of social learning is that imitators avoid learning costs, social learning does not increase average fitness. However, we also show that social learning can be adaptive if it makes individual learning more accurate or less costly. |
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Equine Behaviour @ team @ |
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4196 |
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Giraldeau, Luc-Alain; Valone, Thomas, J.; Templeton, Jennifer, J. |
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Potential disadvantages of using socially acquired information |
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2002 |
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Philosophical Transactions of the Royal Society B: Biological Sciences |
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Phil. Trans. Biol. Sci. |
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357 |
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1427 |
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1559-1566 |
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Public Information Informational Cascades Social Learning Sampling |
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The acquisition and use of socially acquired information is commonly assumed to be profitable. We challenge this assumption by exploring hypothetical scenarios where the use of such information either provides no benefit or can actually be costly. First, we show that the level of incompatibility between the acquisition of personal and socially acquired information will directly affect the extent to which the use of socially acquired information can be profitable. When these two sources of information cannot be acquired simultaneously, there may be no benefit to socially acquired information. Second, we assume that a solitary individual's behavioural decisions will be based on cues revealed by its own interactions with the environment. However, in many cases, for social animals the only socially acquired information available to individuals is the behavioural actions of others that expose their decisions, rather than the cues on which these decisions were based. We argue that in such a situation the use of socially acquired information can lead to informational cascades that sometimes result in sub-optimal behaviour. From this theory of informational cascades, we predict that when erroneous cascades are costly, individuals should pay attention only to socially generated cues and not behavioural decisions. We suggest three scenarios that might be examples of informational cascades in nature. |
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Equine Behaviour @ team @ |
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4197 |
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Bonnie, K.E.; Earley, R.L. |
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Expanding the scope for social information use |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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74 |
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2 |
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171-18 |
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behavioural cue; eavesdropping; public information; signalling; social information; social learning |
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Our understanding of how, why, and the circumstances under which animals use social information has been facilitated by three principal areas of research, social learning, public information use and social eavesdropping. With few exceptions, these related concepts have remained remarkably distinct within the literature, with little discussion or integration among them. Are these distinctions warranted? We tackle the issue by exploring similarities and differences between the concepts with respect to how animals gather and use social information, the type of information gathered, how information is packaged, and the relative payoffs to individuals involved. We contend that none of the currently dominant paradigms, social learning, public information use, or social eavesdropping, provide a unifying theme for studying social information use. Instead, we favour the central characteristic of the three concepts, social information use, as the overarching umbrella, and advocate a broader conceptual framework for understanding more comprehensively how animals behave with their social environments. Our intention is not to revolutionize the fields of social learning, public information use or social eavesdropping, but rather to stimulate discussion among researchers investigating the abilities of animals to extract information from the social environment. |
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Equine Behaviour @ team @ |
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4205 |
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Beecher, M.D.; Burt, J.M.; O'Loghlen, A.L.; Templeton, C.N.; Campbell, S.E. |
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Bird song learning in an eavesdropping context |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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73 |
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6 |
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929-935 |
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eavesdropping; Melospiza melodia; passerine; social learning; song acoustics; song learning; song repertoire; song sparrow; vocal communication |
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Bird song learning is a major model system for the study of learning with many parallels to human language development. In this experiment we examined a critical but poorly understood aspect of song learning: its social context. We compared how much young song sparrows, Melospiza melodia, learned from two kinds of adult `song tutors': one with whom the subject interacted vocally, and one whom the subject only overheard singing with another young bird. We found that although subjects learned from both song models, they learned more than twice as many songs from the overheard tutor. These results provide the first evidence that young birds choose their songs by eavesdropping on interactions, and in some cases may learn more by eavesdropping than by direct interaction. |
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Equine Behaviour @ team @ |
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4207 |
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Range, F.; Huber, L. |
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Attention in common marmosets: implications for social-learning experiments |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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73 |
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6 |
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1033-1041 |
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attention; Callithrix jacchus; common marmoset; imitation; social learning |
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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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Equine Behaviour @ team @ |
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4208 |
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Shier, D.M.; Owings, D.H. |
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Effects of social learning on predator training and postrelease survival in juvenile black-tailed prairie dogs, Cynomys ludovicianus |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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73 |
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4 |
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567-577 |
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antipredator behaviour; black-tailed prairie dog; Cynomys ludovicianus; postrelease survival; predator avoidance; social learning |
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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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Equine Behaviour @ team @ |
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4212 |
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Broad, K.D.; Curley, J.P.; Keverne, E.B. |
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Mother-infant bonding and the evolution of mammalian social relationships |
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2006 |
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Philosophical Transactions of the Royal Society B: Biological Sciences |
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Phil. Trans. Biol. Sci. |
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361 |
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1476 |
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2199-2214 |
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Endorphin; Maternal behaviour; Olfactory memory; Opioids; Oxytocin; Pair bonding; Prefrontal cortex; Social learning |
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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. |
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Sub-Department of Animal Behaviour, University of Cambridge, Madingley, Cambridge CB3 8AA, United Kingdom |
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Cited By (since 1996): 6; Export Date: 23 October 2008; Source: Scopus |
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Equine Behaviour @ team @ |
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4558 |
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Griffin, A.S. |
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Socially acquired predator avoidance: Is it just classical conditioning? |
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2008 |
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Brain Research Bulletin |
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Special Issue:Brain Mechanisms, Cognition and Behaviour in Birds |
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76 |
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3 |
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264-271 |
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Learning; Classical (Pavlovian) conditioning; Social learning; Ecological specialization; General process theory; Ecology; Predation; Backward conditioning |
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Associative learning theories presume the existence of a general purpose learning process, the structure of which does not mirror the demands of any particular learning problem. In contrast, learning scientists working within an Evolutionary Biology tradition believe that learning processes have been shaped by ecological demands. One potential means of exploring how ecology may have modified properties of acquisition is to use associative learning theory as a framework within which to analyse a particular learning phenomenon. Recent work has used this approach to examine whether socially transmitted predator avoidance can be conceptualised as a classical conditioning process in which a novel predator stimulus acts as a conditioned stimulus (CS) and acquires control over an avoidance response after it has become associated with alarm signals of social companions, the unconditioned stimulus (US). I review here a series of studies examining the effect of CS/US presentation timing on the likelihood of acquisition. Results suggest that socially acquired predator avoidance may be less sensitive to forward relationships than traditional classical conditioning paradigms. I make the case that socially acquired predator avoidance is an exciting novel one-trial learning paradigm that could be studied along side fear conditioning. Comparisons between social and non-social learning of danger at both the behavioural and neural level may yield a better understanding of how ecology might shape properties and mechanisms of learning. |
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Equine Behaviour @ team @ |
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4697 |
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Hopewell, L.; Leaver, L.; Lea, S.; Wills, A. |
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Grey squirrels (Sciurus carolinensis) show a feature-negative effect specific to social learning |
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2010 |
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Animal Cognition |
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Anim. Cogn. |
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13 |
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2 |
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219-227 |
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Feature-negative effect – Grey squirrels – Social learning – Caching |
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Abstract Previous laboratory studies on social learning suggest that some animals can learn more readily if they first observe a conspecific demonstrator perform the task unsuccessfully and so fail to obtain a food reward than if they observe a successful demonstrator that obtains the food. This effect may indicate a difference in how easily animals are able to associate different outcomes with the conspecific or could simply be the result of having food present in only some of the demonstrations. To investigate we tested a scatter-hoarding mammal, the eastern grey squirrel, on its ability to learn to choose between two pots of food after watching a conspecific remove a nut from one of them on every trial. Squirrels that were rewarded for choosing the opposite pot to the conspecific chose correctly more frequently than squirrels rewarded for choosing the same pot (a feature-negative effect). Another group of squirrels was tested on their ability to choose between the two pots when the rewarded option was indicated by a piece of card. This time, squirrels showed no significant difference in their ability to learn to choose the same or the opposite pot. The results add to anecdotal reports that grey squirrels can learn by observing a conspecific and suggest that even when all subjects are provided with demonstrations with the same content, not all learning occurs equally. Prior experience or expectations of the association between a cue (a conspecific) and food influences what can be learned through observation whilst previously unfamiliar cues (the card) can be associated more readily with any outcome. |
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ISSN |
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ISBN |
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Medium |
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Area |
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Expedition |
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Conference |
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Notes |
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Approved |
no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
5108 |
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| Permanent link to this record |
