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Author Krueger., K.; Farmer, K. pdf  url
openurl 
  Title Social learning in Horses: Differs from individual learning only in the learning stimulus and not in the learning mechanisms Type (up) Abstract
  Year 2018 Publication 14th Meeting of the Internatinoal Society for Equitation Science Abbreviated Journal 14th Meeting ISES  
  Volume Issue Pages  
  Keywords horse; individual learning; learning mechanisms; learning stimuli; social learning  
  Abstract Equine welfare can be enhanced by applying species specific training. This may incorporate social learning, as horses are highly social and social stimuli are of primary importance. Social learning is comparable to individual learning in its learning mechanisms, differing primarily in the way it is stimulated. Our initial study showed that horses of different breeds (N = 38) follow humans after observing other horses doing so, but only if the observed horse was familiar to and higher ranking than the observer (Fisher's exact test: N = 12, P = 0.003). A second study showed that horses and ponies (N = 25) learned to pull a rope to open a feeding apparatus after observing demonstrations by conspecifics, again, only if the demonstrating horse was older and higher ranking than the observer (Fisher's combination test, N = 3, v2 = 27.71, p = 0.006). Our third approach showed that horses and ponies (N = 24) learned to press a switch to open a feeding apparatus after observing a familiar person (GzLM: N = 24, z = 2.33, P = 0.02). Most recently, we confronted horses and ponies (N = 50) with persons demonstrating different techniques for opening a feeding apparatus. In this study we investigated whether the horses would copy the demonstrators' techniques or apply their own. Here only some horses copied the technique, and most of the successful learners used their mouths irrespective of the demonstrators' postures (Chi Square Test: N = 40, df = 2, &#967;2 = 31.4, p < 0.001). In all the approaches social stimuli elicited learning processes in the test horses, while only a few individuals in the control groups mastered the tasks by individual learning. The following behaviour observed in the initial study may have been facilitated by a social stimuli (social facilitation), and the opening of the feed boxes in the subsequent studies appear to be mostly the result of enhancement (social enhancement). Some horses may have used the social stimuli at first and continued their learning process by individual trial and error. However, the horses were also selective in whom and some in how to copy. This may have been conditioned (socially conditioned) or the result of simple forms of reasoning on the reliability of the particular information provided by demonstrators of certain social ranks or social positions, as high ranking and familiar horses and familiar persons were copied and some imitated exactly.

Lay person message: Traditional riding instructions suggest that horses learn by observing other horses. For example, older, more experienced driving horses are used for initial training of young driving horses. We have shown that horses indeed use learning stimuli provided by other horse, as well as by humans. Horses readily accept stimuli observed in high ranking and familiar horses, and familiar persons. Such stimuli elicit learning processes which are comparable to individual learning. We suggest applying social learning whenever possible, as it is much faster and less stressful than individual learning, where learners experience negative outcomes in trial and error learning.
 
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  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 6405  
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Author Ahrendt, L.P.; Christensen, J.W.; Ladewig, J. url  doi
openurl 
  Title The ability of horses to learn an instrumental task through social observation Type (up) Abstract
  Year 2012 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 139 Issue 1 Pages 105-113  
  Keywords Horse; Social learning; Social interaction; Instrumental task; Investigative behaviour; Aggression  
  Abstract The ability of horses to learn through social observation may ease the implementation of new management systems, because the use of automatic feeders etc. by naive horses could be facilitated by observation of experienced horses. However, previous studies found no documentation for observational learning abilities in horses. This study aimed to investigate the ability of horses to learn an instrumental task from a familiar conspecific when social interaction was allowed during the demonstration. Two similar experiments were performed. In the first experiment, Observer horses (n=11) participated in ten successive demonstrations, where a trained Demonstrator opened an operant device by pushing a sliding lid aside with the muzzle in order to obtain a food reward. Immediately after the demonstrations the Observer horses were given the opportunity to operate the device alone. Control horses (n=11) were aware that the device contained food but were presented to the operant device without demonstration of the task. The learning criterion was at least two openings. Accomplishment of and latency to accomplish the learning criterion, and investigative behaviour towards the operant device were recorded. Five Observers and one Control, out of the eleven horses in each treatment group, accomplished the learning criterion. Even though this presents a high odds ratio (OR) in favour of the Observer treatment (OR=7.6), there was no significant difference between the treatment groups (P=0.15). Analysis of investigative behaviour showed, however, that the demonstrations increased the motivation of the Observer horses to investigate the device. Subsequently, a similar experiment was performed in a practical setting with 44 test horses (mixed age, gender and breed). We used the same operant device and the same number and type of demonstrations, although the horses were held on a loose rope to minimise aggression. In this second experiment, six of 23 Observer horses and five of 21 Control horses learned the instrumental task, representing no influence of the demonstration. Thus, this study did not demonstrate an ability of horses to learn an instrumental task through observation.  
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  Series Editor Series Title Abbreviated Series Title  
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  ISSN 0168-1591 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ S0168-1591(12)00087-1 Serial 5773  
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Author Hasenjager, M.J.; Dugatkin, L.A. url  doi
openurl 
  Title Social Network Analysis in Behavioral Ecology Type (up) Book Chapter
  Year Publication Abbreviated Journal  
  Volume Issue Pages  
  Keywords Animal personalities; Animal social networks; Collective behavior; Cooperation; Dynamic networks; Emergent properties; Network theory; Social behavior; Social learning; Social structure  
  Abstract Abstract In recent years, behavioral ecologists have embraced social network analysis (SNA) in order to explore the structure of animal societies and the functional consequences of that structure. We provide a conceptual introduction to the field that focuses on historical developments, as well as on novel insights generated by recent work. First, we discuss major advances in the analysis of nonhuman societies, culminating in the use of SNA by behavioral ecologists. Next, we discuss how network-based approaches have enhanced our understanding of social structure and behavior over the past decade, focusing on: (1) information transmission, (2) collective behaviors, (3) animal personality, and (4) cooperation. These behaviors and phenomena possess several features—e.g., indirect effects, emergent properties—that network analysis is well equipped to handle. Finally, we highlight recent developments in SNA that are allowing behavioral ecologists to address increasingly sophisticated questions regarding the structure and function of animal sociality.  
  Address  
  Corporate Author Thesis  
  Publisher Academic Press Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Advances in the Study of Behavior Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Hasenjager Serial 5863  
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Author Krueger, K. pdf  isbn
openurl 
  Title Social learning and innovative behaviour in horses Type (up) Conference Article
  Year 2015 Publication Proceedings of the 3. International Equine Science Meeting Abbreviated Journal Proc. 3. Int. Equine. Sci. Mtg  
  Volume Issue Pages  
  Keywords social learning, innovative behaviour, Equus caballus, cognitive capacities  
  Abstract The evaluation of important parameters for measuring the horses’ cognitive capacities is one of the central topics of the equine behaviour team at Nürtingen-Geislingen University. Social complexity has been said to be one of the settings in which needs for cognitive capacities arise in animals. A variety of studies throughout the last two decades proved the horses’ social complexity to be far more elaborate than previously assumed. Horses form social bonds for the protection of offspring, intervene in encounters of others, identify group mates individually and easily orientate in a fission fusion society.

In such socially complex societies, animals will benefit from learning socially. In many bird and primate species the degree of social complexity correlates nicely with the species abilities for social learning. Social learning was, therefore, argued to be an indicator for elaborate mental capacities in animals. We were delighted to prove that horses actually copy social behaviour and techniques for operating a feeding apparatus from older and higher ranking group members. In a recent study we found young horses, at the age of 3 to 12, to copy the operation of a feeding apparatus from a human demonstrator. Social learning seems to work nicely in horses when the social background of the animals is considered.

The degree to which individual animals adapt to changes in their social or physical environment by finding innovative solution appears to be the other side of the coin, of whether animals adjust to challenges by social learning. It is not very astonishing, that along with the animals’ social complexity and their ability to learn socially also the degree to which they show innovative behaviour was claimed to be one of the most important demonstrations of advanced cognitive capacities. In a recent approach, we started to ask horse owners and horse keepers in many countries to tell us about unusual behaviour of their horses via a web site (http://innovative-behaviour.org). To date, we received 204 cases of innovative behaviour descriptions from which six cases were clear examples of tool use or borderline tool use. We categorized the innovative behaviours into the classes, a) innovations to gain food, b) innovations to gain freedom, c) social innovations, d) innovations to increase maintenance, and e) innovations that could not be clearly assigned to a category. About 20% of the innovative horses showed more than one innovation. These animals could be termed “true innovators”. Again, young horses were more innovative than older ones with the age group 5 – 9 showing the highest number of innovative behaviour descriptions.

In a nutshell, the horses’ cognitive capacities appear to be underestimated throughout the last decades. The horses’ social complexity is far more elaborate than previously assumed, horses learn socially from conspecific and humans, some of them demonstrate innovative behaviour adaptations to their environment and even simple forms of tool use.
 
  Address  
  Corporate Author Krueger, K. Thesis  
  Publisher Xenophon Publishing Place of Publication Wald Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume in prep Series Issue Edition  
  ISSN ISBN 978-3-95625-000-2 Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5848  
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Author De Giorgio, F.; Schoorl, J.M. pdf  openurl
  Title Why isolate during training? Social learning and social cognition applied as training approach for young horses (Equus caballus) Type (up) Conference Article
  Year 2012 Publication Proceedings of the 2. International Equine Science Meeting Abbreviated Journal Proc. 2. Int. Equine. Sci. Mtg  
  Volume in press Issue Pages  
  Keywords Cognitive approach; Horse training; Horse-Human relationship; Social environment; Social learning  
  Abstract In the last decade an increasing number of studies has been oriented towards equine social learning and their social behavior within the herd (Kruger‚ 2006-2008). In social species, social learning is important to learn and gain useful skills to move and live in their own social and environmental context. Group housing has been recognized as an important element to fulfill the physical and behavioral needs of horses, especially their need for social contact (Søndergaard‚ 2011). Still‚ when it comes to horse training, the social aspect and‚ in general‚ cognitive abilities of the horse are rarely taken into account. Although it is widely accepted that social isolation is stressful for horse (Mal et al, 1991a and 1991b) still isolating a young horse is the first step when it comes to training methods. Due to tradition and culture and our performance-oriented society it is both difficult to accept and apply a different social/cognitive training approach. Training sessions are focused on immediate results whereas in cognitive learning part of the process is latent and will not be visible immediately‚ but taking the cognitive skills into account plays an important role in avoiding tension both in the horse as in the human-horse interaction (Baragli and De Giorgio, 2011). In this study we tested the possibility to apply social learning by creating a social environment‚ favoring a cognitive learning approach‚ for the training of six young horses. The group existed in three males and three females, between two and three years old. All six showed initial difficulties and defense to human interaction. They were housed in two groups in adjacent spacious paddocks where they had ample opportunity to move and express their individual and social behavioral repertoire. Each horse had one training session per week without isolating it from the others. The training sessions were held following a cognitive-relational model defined as the equine-zooanthropologic approach (De Giorgio, 2010 – Marchesini, 2011). The learning objectives were to be able to handle each horse‚ conduct it‚ saddle and ride it within a maximum time-frame of two years. Every time a defensive or alert behavior would occur the training activity was re-arranged to not over-pressure the horse. Therefore the persons working with the horses carried out the activities without tight expectations focusing on the horses’ positive attention. After eighteen months all six horses were used to the saddle and to riding. None of the horses ever fled or showed defense behavior and in the case of unexpected events they showed no emotional reactivity/reactive behavior. Today the horses show the same calm behavior whenever worked individually. This preliminary study highlights how social learning applied to equestrian activity can be fundamental for safety and welfare and the establishment of a more problem-free relationship between horse and human. Safety as the defensive behavior seems to have been reduced and welfare as the horses have been trained in a social context without being isolated and thus without being stressed during the training experience.  
  Address  
  Corporate Author De Giorgio, F. Thesis  
  Publisher Xenophon Publishing Place of Publication Wald Editor Krueger, K.  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 978-3-9808134-26 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5528  
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Author Croneya, C.C. doi  openurl
  Title Group size and cognitive processes Type (up) Journal Article
  Year 2007 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 103 Issue 3-4 Pages 15-228  
  Keywords Group size; Social complexity; Social learning; Cognitive processes  
  Abstract Animal group sizes may exert important effects on various cognitive mechanisms. Group

size is believed to exert pressures on fundamental brain structures that correlate with the

increased social demands placed on animals living in relatively large, complex and dynamic

social organizations. There is strong experimental evidence connecting social complexity,

social learning and development of other cognitive abilities in a broad range of wild and

domesticated animal species. In particular, group size seems to have significant effects on

animals? abilities to derive concrete and abstract relationships. Here, we review the literature

pertaining to cognitive processes and behaviours of various animal species relative to group

size, with emphasis on social learning. It is suggested that understanding the relationship

between group size and cognition in animals may yield practical animal management

benefits, such as housing and conservation strategies, and may also have implications for

improved animal welfare.
 
  Address  
  Corporate Author Ruth C. Newberryb Thesis  
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  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 277  
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Author Nicol, C.J. url  doi
openurl 
  Title How animals learn from each other Type (up) Journal Article
  Year 2006 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 100 Issue 1-2 Pages 58-63  
  Keywords Social learning; Chickens; Demonstrators; Dominance  
  Abstract This paper explores ways by which animals may learn from one another, using examples drawn mostly from the chicken, an animal for which social learning is likely to be less dangerous than individual learning. In early life, the behaviour of the hen is important in encouraging chicks to peck at edible items. Maternal display not only attracts chicks to profitable food items, but also redirects their attention away from harmful or non-profitable items. Older chicks can enhance their foraging success by observing the behaviour of conspecifics within their own social group. Hens have been trained to perform a novel behaviour (key-pecking for food) by observation of a trained demonstrator bird. Moreover, observers learnt most from watching dominant demonstrators. Thus the ability to learn from others is not `fixed', but depends on the context and the social identity of both the observer and the demonstrator.  
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  Notes Approved no  
  Call Number refbase @ user @ Serial 564  
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Author Griffin, A.S. doi  openurl
  Title Social learning in Indian mynahs, Acridotheres tristis: the role of distress calls Type (up) Journal Article
  Year 2008 Publication Animal Behaviour. Abbreviated Journal Anim. Behav.  
  Volume 75 Issue 1 Pages 79-89  
  Keywords Acridotheres tristis; distress vocalizations; head saccades; Indian mynah; predator avoidance learning; social learning  
  Abstract Socially acquired predator avoidance is a phenomenon in which individuals acquire an avoidance response towards an initially neutral stimulus after they have experienced it together with the antipredator signals of social companions. Earlier research has established that alarm calls used for intraspecific communication are effective stimuli for triggering acquisition. However, animals produce a large range of other antipredator responses that might engage antipredator learning. Here, I examine the effects of conspecific distress calls, a signal that is produced by birds when restrained by a predator, and that appears to be directed towards predators, rather than conspecifics, on predator avoidance learning in Indian mynahs, Acridotheres tristis. Distress calls reflect high levels of alarm in the caller and should, therefore, mediate robust learning. Experiment 1 revealed that subjects performed higher rates of head movements in response to a previously unfamiliar avian mount after it had been presented simultaneously with playbacks of conspecific distress vocalizations. Experiment 2 revealed that increased rates of head saccades resembled the spontaneous response evoked by a novel stimulus more closely than it resembled the response evoked by a perched raptor, suggesting that distress calls inculcated a visual exploratory response, rather than an antipredator response. While it is usually thought that the level of acquisition in learners follows a simple relationship with the level of alarm shown by demonstrators, the present results suggest that this relationship may be more complex. Antipredator signals with different functions may have differential effects on learners.  
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  Corporate Author Thesis  
  Publisher Place of Publication Editor  
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  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0003-3472 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 4696  
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Author Choleris, E.; Kavaliers, M. url  doi
openurl 
  Title Social Learning in Animals: Sex Differences and Neurobiological Analysis Type (up) Journal Article
  Year 1999 Publication Pharmacology Biochemistry and Behavior Abbreviated Journal Pharmacol. Biochem. Behav.  
  Volume 64 Issue 4 Pages 767-776  
  Keywords Observational learning; Social learning; Individual learning; Imitation; Social constraints; Social facilitation; male-female differences; Gender differences  
  Abstract Social learning where an “individual's behavior is influenced by observation of, or interaction with, another animal or its products” has been extensively documented in a broad variety of species, including humans. Social learning occurs within the complex framework of an animal's social interactions that are markedly affected by factors such as dominance hierarchies, family bonds, age, and sex of the interacting individuals. Moreover, it is clear that social learning is influenced not only by important sexually dimorphic social constraints but also that it involves attention, motivational, and perceptual mechanisms, all of which exhibit substantial male-female differences. Although sex differences have been demonstrated in a wide range of cognitive and behavioral processes, investigations of male-female differences in social learning and its neurobiological substrates have been largely neglected. As such, sex differences in social learning and its neurobiological substrates merit increased attention. This review briefly considers various aspects of the study of social learning in mammals, and indicates where male-female differences have either been described, neglected and, or could have a potential impact. It also describes the results of neurobiological investigations of social learning and considers the relevance of these findings to other sexually dimorphic cognitive processes.  
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  Series Editor Series Title Abbreviated Series Title  
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  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 575  
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Author Anderson, J.R.; Fornasieri, I.; Ludes, E.; Roeder, J.-J. url  doi
openurl 
  Title Social processes and innovative behaviour in changing groups of lemur fulvus Type (up) Journal Article
  Year 1992 Publication Behavioural Processes Abbreviated Journal Behav. Process.  
  Volume 27 Issue 2 Pages 101-112  
  Keywords Social learning; Lemur fulvus; Dominance; Individual differences  
  Abstract A group of brown lemurs was presented with one or two baited food-boxes requiring a specific type of motor response in order to be opened. Subsequently, four groups containing different combinations of experienced individuals from the original group and naive individuals were tested. Solutions to the problem and access to the food were recorded and considered in relation to social factors. In the original group, two adult males learned to open the boxes, with one male increasingly preventing the other from approaching. In the second group, with the subordinate male and certain females removed, the dominant male tolerated successful performances by a juvenile female. Group 3 consisted of three passive female participants from the original group and a naive female; one of the three original females now became the sole box-opener. The introduction of the subordinate male from the original group into the all-female group led to a sharing of box-opening by this subject and the skilled female. In the final group, intense aggression toward the skilled female by a new, naive adult male resulted in two previously passive females succeeding on some occasions. In lemurs, at least some `scroungers' appear able to learn to perform a new act when the social context permits.  
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  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 576  
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