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| Author |
Visser, E.K.; Van Reenen, C.G.; Engel, B.; Schilder, M.B.H.; Barneveld, A.; Blokhuis, H.J. |
| Title |
The association between performance in show-jumping and personality traits earlier in life |
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Journal Article |
| Year |
2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
Volume  |
82 |
Issue |
4 |
Pages |
279-295 |
| Keywords |
Personality; Performance; Horses; Prediction; Individual differences; Behavioural tests |
| Abstract |
For a horse to succeed in a show-jumping career, the individual has to possess both excellent physical abilities as well as a suitable personality to perform under challenging conditions. Forty-one Dutch Warmblood horses were used to develop personality tests and correlations between test variables and early training performances in jumping were studied. In behavioural tests, during the first 2 years of the horses' lives, personality aspects like emotionality, reactivity to human and learning abilities were quantified. At the age of 3, horses were broken and received early training in show-jumping. The inter-relationship between several performance variables measured during this early training phase were studied using principal component analysis (PCA). Variables measured in the different personality tests (novel-object test, handling test, avoidance-learning test and a reward-learning test) showed no correlations, suggesting that these tests all triggered different aspects of a horse's personality. This study indicates that it is possible to predict a substantial part of the show-jumping performance of an individual horse later in life by personality traits earlier in life. |
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refbase @ user @ |
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326 |
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McCall, C.A.; Salters, M.A.; Johnson, K.B.; Silverman, S.J.; McElhenney, W.H.; Lishak, R.S. |
| Title |
Equine utilization of a previously learned visual stimulus to solve a novel task |
Type |
Journal Article |
| Year |
2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
82 |
Issue |
3 |
Pages |
163-172 |
| Keywords |
Horse; Learned stimulus; Novel task; Discrimination |
| Abstract |
Forty-four horses were used to determine if a learned stimulus could be used to increase acquisition of a response unrelated to the original learned task. Horses were paired by age, breed and sex. One randomly chosen horse from each pair served as the control while the remaining horse was trained to respond to a visual stimulus by pushing a lever to obtain a food reward. In Experiment I (n=28), the food reward was delivered in a feed box located equidistant between two levers located 2.7 m apart on one wall of the test stall. Trained horses were given 30 training trials daily until they achieved at least 85% correct responses in three nonconsecutive days. After each trained horse reached criterion, both horses in the pair were tested in 30 trials daily for five consecutive days in a modified Y maze. The stimulus that indicated the correct lever in the initial training task was used to signify the correct arm of the maze for both the control and trained horses. The correct arm of the maze was changed randomly during each daily session, and correct choices resulted in a food reward. In Experiment II (n=16), levers were located on opposite walls (11 m apart) of the test stall, and the stimulus and modified Y maze were simplified. Trained horses received 15 training trials daily until they reached at least 85% correct responses on three consecutive days. As each trained horse achieved this criterion, both horses in the pair were tested in a maze for 15 trials daily for 7 days. Again, the stimulus from initial lever-pressing task was used to signify the rewarded arm of the maze. Correct choices of trained and control horses in both experiments were compared using a paired t-test. In Experiment I, no differences (P>0.34) in mean correct responses were detected between trained and control horses on the first day in the maze (15.3 and 16.8, respectively) or after 5 days in the maze (84.0 and 82.1, respectively). Similarly, in Experiment II, trained and control horses did not differ (P>0.50) in mean correct responses on the first day (6.9 and 7.4, respectively) or after 7 days in the maze (63.6 and 61.6, respectively). These results indicate that the stimuli used to solve the lever-pressing task were not utilized by horses in the maze task, and that horses may have difficulty transferring learned visual stimuli to new tasks. |
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Equine Behaviour @ team @ |
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3587 |
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Bachmann, I.; Bernasconi, P.; Herrmann, R.; Weishaupt, M.A.; Stauffacher, M. |
| Title |
Behavioural and physiological responses to an acute stressor in crib-biting and control horses |
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Journal Article |
| Year |
2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
82 |
Issue |
4 |
Pages |
297-311 |
| Keywords |
Horse welfare; Stereotypies; Crib-biting; Pituitary-adrenocortical axis; Sympatho-adrenomedullar axis; Stress response; Stress sensibility |
| Abstract |
The responses of eleven pairs of crib-biting and non-crib-biting horses (controls) to an arousal-inducing stimulus were studied. Video-observation of the horses revealed that crib-biting horses spent between 10.4 and 64.7% of their stabling time performing the stereotypy. During the first 2 days of an experimental period, the horses were conditioned to receive food from a special bucket. On the third day the food bucket was presented, but the horses were not allowed to feed. Arousal behaviour and crib-biting intensity as well as plasma cortisol concentration, heart rate (HR) and heart rate variability (HRV) were recorded at rest, and during and after presentation of the food stimulus. The stimulus induced a significant increase of HR and arousal behaviour in crib-biters and in controls, whereas the crib-biting frequency decreased. Power spectral analysis of the HRV revealed significant differences between crib-biters and controls at rest: crib-biters had a lower vagal tone (high frequency component, HF) and a higher sympathetic tone (low frequency component, LF) than controls. The lower basal parasympathetic activity might be an indication why crib-biting horses, in contrast to the controls, showed neither a significant decrease of the HF component during presentation of the food stimulus nor an increase of the HF component after presentation. Thus, there might be differences in the tuning of the autonomous nervous system and of the stress reactivity in crib-biting and in control horses. The results suggest that the crib-biting horses are more stress sensitive and physiologically and psychologically less flexible than the control horses. |
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Equine Behaviour @ team @ |
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3614 |
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Cooper, J.J.; Ashton, C.; Bishop, S.; West, R.; Mills, D.S.; Young, R.J. |
| Title |
Clever hounds: social cognition in the domestic dog (Canis familiaris) |
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Journal Article |
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2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
81 |
Issue |
3 |
Pages |
229-244 |
| Keywords |
Domestic dog; Canine; Social cognition; Counting; Theory of mind; Perspective taking |
| Abstract |
This paper reviews the reasons why domestic dogs make good models to investigate cognitive processes related to social living and describes experimental approaches that can be adopted to investigate such processes in dogs. Domestic dogs are suitable models for investigating social cognition skills for three broad reasons. First, dogs originated from wolves, social animals that engage in a number of co-operative behaviours, such as hunting and that may have evolved cognitive abilities that help them predict and interpret the actions of other animals. Second, during domestication dogs are likely to have been selected for mental adaptations for their roles in human society such as herding or companionship. Third, domestic dogs live in a human world and “enculturation” may facilitate the development of relevant mental skills in dogs. Studies of social cognition in animals commonly use experimental paradigms originally developed for pre-verbal human infants. Preferential gaze, for example, can be used as a measure of attention or “surprise” in studies using expectancy violation. This approach has been used to demonstrate simple numerical competence in dogs. Dogs also readily use both conspecific and human social signals (e.g. looking or pointing) as information sources to locate hidden rewards such as food or favourite toys. Such abilities make dogs particularly good models for investigating perspective-taking tasks, where animals are required to discriminate between apparently knowledgeable and apparently ignorant informants. |
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refbase @ user @ |
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395 |
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Rybarczyk, P.; Rushen, J.; de Passille, A.M. |
| Title |
Recognition of people by dairy calves using colour of clothing |
Type |
Journal Article |
| Year |
2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
81 |
Issue |
4 |
Pages |
307-319 |
| Keywords |
Cattle handling; Discrimination; Human-animal relationships; Colour cues; Y-maze |
| Abstract |
We examined whether very young dairy calves are able to discriminate between two people, and whether they use the colour of clothing or other indices to do so. During the familiarisation phase, one person (the familiar rewarder), who always wore the same colour clothes, gave milk, spoke gently and patted the calves in their individual pen for 6 days each week. During the test phase, the calf had to make a choice in an Y-maze placed in front of the gate of its stall. When the calves chose the familiar rewarder, they received 200 ml of milk as reinforcement. When they made the incorrect choice, they received nothing and were returned to their stall. On each test day, the calves made eight choices. The criterion of success was that the calf made at least six correct choices in eight trials on each of two consecutive test days (P<0.021 by the binomial law). The first experiment was carried out with fourteen 1-week-old male and female Holstein calves to see if calves could approach a person, who changed position in the maze, in order to obtain a feed reward. The familiar rewarder wore the same clothes as during the period of familiarisation and was in one arm of the Y-maze. The other arm was empty and the position of the familiar rewarder in the maze was randomised. Eleven of the 14 calves reached the criterion for success, after only three tests. The second experiment, carried out with five 2-week-old calves, examined whether the calves can differentiate the familiar rewarder (wearing the same clothing as during the period of familiarisation) from another person (the non-rewarder) wearing clothes of a different colour. The criterion of success was reached by all five calves. The third experiment was carried out with seven 2-week-old calves. It examined whether the calves can differentiate the familiar rewarder and the non-rewarder, when the two people are wearing clothes of the same colour (i.e. the same colour worn by the familiar rewarder during the phase of familiarisation). None of the calves were able to reach the criterion of success within a limited number of four test days. Often, calves would always choose the same arm of the maze. The fourth experiment was carried out on six 1-month-old calves. It was similar to experiment 3 with the difference that the familiar rewarder and the non-rewarder both wore the same colour clothes, but which were not the same colour as worn during the phase of familiarisation. Only one calf achieved the criterion of success within two test days. Results demonstrated that colour cues help very young calves to discriminate between two people, when these people wear different colour clothing. Some calves may be able to use other indicators than the colour of clothing. The Y-maze method is an promising way of examining calves' abilities to recognise people. |
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848 |
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McKinley, S.; Young, R.J. |
| Title |
The efficacy of the model-rival method when compared with operant conditioning for training domestic dogs to perform a retrieval-selection task |
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Journal Article |
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2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
81 |
Issue |
4 |
Pages |
357-365 |
| Keywords |
Dogs; Learning; Operant conditioning; Model-rival; Cognition |
| Abstract |
Traditionally, dogs have been trained by operant conditioning techniques; that is, dogs make a desired behavioural response and this response is reinforced by a reward such as food. This type of training is very effective in training dogs to perform basic obedience behaviours (e.g. `stay'). However, dogs are social animals and should be predisposed to learn from social stimuli. In the present study, we used a modified version of the model-rival technique that has been extensively used in experiments investigating the cognitive ability of parrots. In this technique, social stimuli are used to create in the animal an interest in the object without the use of food or other rewards. Therefore, the animal learns the name of the object (intrinsic reward) and not that the object's name means food. In this experiment we compared the learning ability of nine pet dogs to solve the same retrieval-selection task having been previously trained using operant conditioning or model-rival techniques. The retrieval-selection task was the dogs had to correctly select the commanded object to bring to the experimenter from a group of three similar objects. The results show no difference in the speeds with which the dogs solved the test--demonstrating the efficacy of the model-rival method. This is the first time that the effectiveness of the model-rival technique has been experimentally demonstrated with dogs. Furthermore, we believe that the methodology reported in this paper has applications in dog training and in experiments into dog cognition. |
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Equine Behaviour @ team @ |
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2900 |
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Visser, E.K.; van Reenen, C.G.; Schilder, M.B.H.; Barneveld, A.; Blokhuis, H.J. |
| Title |
Learning performances in young horses using two different learning tests |
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Journal Article |
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2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
80 |
Issue |
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Pages |
311-326 |
| Keywords |
Horse; Personality; Learning performance; Consistency; Emotionality |
| Abstract |
To achieve optimal performance in equine sports as well as in leisure not only the physical abilities of the horse should be considered, but also the horse's personality. Besides temperamental aspects, like emotionality, or the horse's reactivity towards humans in handling situations, the learning ability of the horse is another relevant personality trait. To study whether differences in learning performance are consistent over time and whether individual learning performance differs between learning tests or is affected by emotionality, 39 young horses (Dutch Warmblood) were tested repeatedly in two learning tests. An aversive stimulus (AS) was used in one learning test (the avoidance learning test) and a reward was used in the other learning test (the reward learning test). During both learning tests behaviour as well as heart rate were measured. Each test was executed four times, twice when horses were 1 year of age, and twice when they were 2 years of age. Half of the horses received additional physical training from 6 months onwards. In both tests horses could be classified as either performers, i.e. completing the daily session, or as non-performers, i.e. returning to the home environment without having completed the daily session. There were some indications that emotionality might have caused non-performing behaviour, but these indications are not convincing enough to exclude other causes. Furthermore, there seem to be no simple relationships between measures of heart rate, behavioural responses putatively related to emotionality and learning performance. Horses revealed consistent individual learning performances within years in both tests, and in the avoidance learning test also between years. There was no significant correlation between learning performances in the avoidance learning test and the learning performances in the reward learning test. It is concluded that individual learning abilities are consistent over a short time interval for an avoidance learning test and a reward learning test and over a longer time for the avoidance learning test. Furthermore, results indicate that some horses perform better when they have to learn to avoid an aversive stimulus while others perform better when they are rewarded after a correct response. It is suggested that these differences may be relevant to design optimal individual training programmes and methods. |
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2009 |
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Vieuille, C.; Berger, F.; Le Pape, G.; Bellanger, D. |
| Title |
Sow behaviour involved in the crushing of piglets in outdoor farrowing huts--a brief report |
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Journal Article |
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2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
80 |
Issue |
2 |
Pages |
109-115 |
| Keywords |
Pig-maternal behaviour; Crushing; Free-ranging; Welfare |
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This study focuses on maternal activities involved in the trapping of piglets by the sow's body in outdoor farrowing systems and examine the mother-piglet context leading either to the death of piglets or to their survival. The behaviour of six Large-WhitexLandrace sows and their litters was continuously video recorded at their first and second parity, during the 40 h following parturition. Crushing mainly occurred at evening and night, during the first 12 h of farrowing and involved changes between lying, sitting and standing positions, as well as between udder and side lying. No piglet died from savaging. Nevertheless, aggressive behaviours of sows were observed, particularly in their first maternal experience. The immediate context of trapping was related to the labour of the sow and to the feeding and resting of piglets. The immediate crushing context was related to active avoidance of restless piglets while lying down, as well as sitting and standing behaviours. These results are discussed in terms of differential reactions of the sow to suckling attempts of piglets. |
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Equine Behaviour @ team @ |
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2235 |
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Saslow, C.A. |
| Title |
Understanding the perceptual world of horses |
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Journal Article |
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2002 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
78 |
Issue |
2-4 |
Pages |
209-224 |
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Horse; Perception; Vision; Olfaction; Touch; Hearing; Pain; Training; Psychophysics; Umwelt |
| Abstract |
From the viewpoint of experimental psychology, there are two problems with our current knowledge of equine perception. The first is that the behavioral and neurophysiological research in this area has enormous gaps, reflecting that this animal is not a convenient laboratory subject. The second is that the horse, having been a close companion to humans for many millennia, entrenched anecdotal wisdom is often hard to separate from scientific fact. Therefore, any summary at present of equine perception has to be provisional. The horse appears to have developed a visual system particularly sensitive to dim light and movement, it may or may not have a weak form of color vision in part of the retina, it has little binocular overlap, and its best acuity is limited to a restricted horizontal band which is aimed primarily by head/neck movements. However, the total field of view is very large. Overall, as would be expected for a prey animal, horse vision appears to have evolved more for detection of predator approach from any angle than for accurate visual identification of stationary objects, especially those seen at a distance. It is likely that, as for most mammals except the primates, horses rely more heavily on their other senses for forming a view of their world. Equine high-frequency hearing extends far above that of humans, but horses may be less able to localize the point of origin of brief sounds. The horse's capacity for chemoreception and its reliance on chemical information for identification may more closely resemble that of the dog than of the human. Its tactile sensitivity is high, and the ability of its brain and body to regulate pain perception appears to be similar to that found in other mammals. There is room for a great deal of future research in both the area of equine perception and sensory-based cognition, but for the present time persons interacting with this animal should be made aware of the importance of the sounds they make, the movements of their bodies, the way they touch the animal, and the odors they emit or carry on their clothing. |
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Nicol, C. J. |
| Title |
Equine learning: progress and suggestions for future research |
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Journal Article |
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2002 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
78 |
Issue |
2-4 |
Pages |
193-208 |
| Keywords |
Learning; Horse; Equine; Discrimination; Training |
| Abstract |
Horses are well able to form classical and instrumental associations and so the focus of much recent research has been on the stimulus control of instrumental learning. Horses appear to discriminate using spatial cues more easily than other stimulus features, as indicated both by the speed of initial task acquisition and by the extent to which acquired discriminations can be reversed. Phenomena associated with discrimination learning in laboratory animals, including generalisation and peak shift, have been demonstrated in horses. However, the ability of horses to classify stimuli into categories is more controversial. Although there is some evidence that horses may be able to form categories based on similarities in the physical appearance of different stimuli, there is currently no evidence that they are able to develop abstract concepts. Their performance on social learning tasks has also been poor. Few correlations are observed between the learning ability of individual horses on different tasks, suggesting that it may not be possible to classify individual horses as `good' or `poor' learners. Better learning performance by horses that are naturally calm is probably due to reduced interference in the learning process. Correct handling procedures can lower reactivity levels in horses, and may facilitate learning in some circumstances. Future research on equine learning needs to take into account the complex nature of equine social interaction. Studies on the effects of stress on learning, and on social and spatial cognition, are also particularly needed. |
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