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Khalil, A.M.; Murakami, N.; Kaseda, Y. |
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Title |
Relationship between plasma testosterone concentrations and age, breeding season and harem size in Misaki feral horses |
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Year |
1998 |
Publication |
The Journal of veterinary medical science / the Japanese Society of Veterinary Science |
Abbreviated Journal  |
J Vet Med Sci |
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Volume |
60 |
Issue |
5 |
Pages |
643-645 |
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Age Factors; Animals; Animals, Wild; *Horses; Japan; Male; Reproduction; Seasons; Sexual Behavior, Animal; Sexual Maturation; *Social Behavior; Testosterone/*blood |
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Abstract |
Jugular vein blood samples were collected from 23 young and sexual mature feral stallions to examine the relationship between plasma testosterone concentration and age, breeding season or harem size. Testosterone concentration increased with the age of the stallions until they formed their own harems, at about 4 to 6 years old. Seasonal variations in testosterone concentrations were observed, and found to be significantly higher (P<0.001) throughout the breeding season than non-breeding season, from 3 years of age. Testosterone levels were correlated with harem size for individual stallions. It can be inferred from these results that there is a relationship between plasma testosterone concentration and age, breeding season and harem size. |
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Laboratory of Animal Behavioral Science, Faculty of Agriculture, Miyazaki University, Japan |
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0916-7250 |
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PMID:9637303 |
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refbase @ user @ |
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137 |
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Author |
Allen, C. |
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Title |
Assessing animal cognition: ethological and philosophical perspectives |
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Journal Article |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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Volume |
76 |
Issue |
1 |
Pages |
42-47 |
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Agriculture; Animal Welfare; Animals; Animals, Domestic/physiology/*psychology; Behavior, Animal/*physiology; Cognition/*physiology; *Ethology; *Philosophy; Research |
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Developments in the scientific and philosophical study of animal cognition and mentality are of great importance to animal scientists who face continued public scrutiny of the treatment of animals in research and agriculture. Because beliefs about animal minds, animal cognition, and animal consciousness underlie many people's views about the ethical treatment of nonhuman animals, it has become increasingly difficult for animal scientists to avoid these issues. Animal scientists may learn from ethologists who study animal cognition and mentality from an evolutionary and comparative perspective and who are at the forefront of the development of naturalistic and laboratory techniques of observation and experimentation that are capable of revealing the cognitive and mental properties of nonhuman animals. Despite growing acceptance of the ethological study of animal cognition, there are critics who dispute the scientific validity of the field, especially when the topic is animal consciousness. Here, a proper understanding of developments in the philosophy of mind and the philosophy of science can help to place cognitive studies on a firm methodological and philosophical foundation. Ultimately, this is an interdisciplinary task, involving scientists and philosophers. Animal scientists are well-positioned to contribute to the study of animal cognition because they typically have access to a large pool of potential research subjects whose habitats are more controlled than in most field studies while being more natural than most laboratory psychology experiments. Despite some formidable questions remaining for analysis, the prospects for progress in assessing animal cognition are bright. |
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Department of Philosophy, Texas A&M University, College Station 77843-4237, USA |
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0021-8812 |
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PMID:9464883 |
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Equine Behaviour @ team @ |
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2750 |
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Hoover, T.S.; Marshall, T.T. |
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Title |
A comparison of learning styles and demographic characteristics of students enrolled in selected animal science courses |
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Journal Article |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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76 |
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12 |
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3169-3173 |
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Equine Behaviour @ team @ |
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2939 |
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Honeyman, M.S.; Miller, G.S. |
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The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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76 |
Issue |
6 |
Pages |
1710-1715 |
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Equine Behaviour @ team @ |
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2941 |
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Watts, J.M. |
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Title |
Animats: computer-simulated animals in behavioral research |
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Journal Article |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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76 |
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10 |
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2596-2604 |
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Equine Behaviour @ team @ |
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2936 |
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Marshall, T.T.; Hoover, T.S.; Reiling, B.A.; Downs, K.M. |
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Title |
Experiential learning in the animal sciences: effect of 13 years of a beef cattle management practicum |
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Journal Article |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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76 |
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11 |
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2947-2952 |
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Equine Behaviour @ team @ |
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2938 |
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Davis, S.L.; Cheeke, P.R. |
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Title |
Do domestic animals have minds and the ability to think? A provisional sample of opinions on the question |
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Journal Article |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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76 |
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8 |
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2072-2079 |
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Equine Behaviour @ team @ |
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2930 |
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Author |
Schiffman, S.S. |
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Title |
Livestock odors: implications for human health and well-being |
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Journal Article |
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Year |
1998 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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76 |
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5 |
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1343-1355 |
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N1 - |
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Equine Behaviour @ team @ |
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2949 |
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Mench, J.A.; Morrow-Tesch, J.; Chu, L.-R. |
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Environmental enrichment for farm animals |
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Journal Article |
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1998 |
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Lab Animal |
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Lab Anim. |
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27 |
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32-36 |
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ISSN : 0093-7355 |
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Equine Behaviour @ team @ |
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6188 |
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Carpenter, M.; Nagell, K.; Tomasello, M.; Butterworth, G.; Moore, C. |
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Title |
Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age |
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Journal Article |
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1998 |
Publication |
Monographs of the Society for Research in Child Development |
Abbreviated Journal |
Monogr Soc Res Child Dev |
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63 |
Issue |
4 |
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1-174 |
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At around 1 year of age, human infants display a number of new behaviors that seem to indicate a newly emerging understanding of other persons as intentional beings whose attention to outside objects may be shared, followed into, and directed in various ways. These behaviors have mostly been studied separately. In the current study, we investigated the most important of these behaviors together as they emerged in a single group of 24 infants between 9 and 15 months of age. At each of seven monthly visits, we measured joint attentional engagement, gaze and point following, imitation of two different kinds of actions on objects, imperative and declarative gestures, and comprehension and production of language. We also measured several nonsocial-cognitive skills as a point of comparison. We report two studies. The focus of the first study was the initial emergence of infants' social-cognitive skills and how these skills are related to one another developmentally. We found a reliable pattern of emergence: Infants progressed from sharing to following to directing others' attention and behavior. The nonsocial skills did not emerge predictably in this developmental sequence. Furthermore, correlational analyses showed that the ages of emergence of all pairs of the social-cognitive skills or their components were interrelated. The focus of the second study was the social interaction of infants and their mothers, especially with regard to their skills of joint attentional engagement (including mothers' use of language to follow into or direct infants' attention) and how these skills related to infants' early communicative competence. Our measures of communicative competence included not only language production, as in previous studies, but also language comprehension and gesture production. It was found that two measures-the amount of time infants spent in joint engagement with their mothers and the degree to which mothers used language that followed into their infant's focus of attention-predicted infants' earliest skills of gestural and linguistic communication. Results of the two studies are discussed in terms of their implications for theories of social-cognitive development, for theories of language development, and for theories of the process by means of which human children become fully participating members of the cultural activities and processes into which they are born. |
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refbase @ user @ |
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3997 |
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