| Records |
| Author |
Murphy, J.; Arkins, S. |
| Title |
Equine learning behaviour |
Type |
Journal Article |
| Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
76 |
Issue |
1 |
Pages |
1-13 |
| Keywords |
Horse; Behaviour; Learning; Processes; Memory |
| Abstract |
Scientists and equestrians continually seek to achieve a clearer understanding of equine learning behaviour and its implications for training. Behavioural and learning processes in the horse are likely to influence not only equine athletic success but also the usefulness of the horse as a domesticated species. However given the status and commercial importance of the animal, equine learning behaviour has received only limited investigation. Indeed most experimental studies on equine cognitive function to date have addressed behaviour, learning and conceptualisation processes at a moderately basic cognitive level compared to studies in other species. It is however, likely that the horses with the greatest ability to learn and form/understand concepts are those, which are better equipped to succeed in terms of the human-horse relationship and the contemporary training environment. Within equitation generally, interpretation of the behavioural processes and training of the desired responses in the horse are normally attempted using negative reinforcement strategies. On the other hand, experimental designs to actually induce and/or measure equine learning rely almost exclusively on primary positive reinforcement regimes. Employing two such different approaches may complicate interpretation and lead to difficulties in identifying problematic or undesirable behaviours in the horse. The visual system provides the horse with direct access to immediate environmental stimuli that affect behaviour but vision in the horse is of yet not fully investigated or understood. Further investigations of the equine visual system will benefit our understanding of equine perception, cognitive function and the subsequent link with learning and training. More detailed comparative investigations of feral or free-ranging and domestic horses may provide useful evidence of attention, stress and motivational issues affecting behavioural and learning processes in the horse. The challenge for scientists is, as always, to design and commission experiments that will investigate and provide insight into these processes in a manner that withstands scientific scrutiny. |
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629 |
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| Author |
Cooper, J.J. |
| Title |
Equine learning behaviour: Common knowledge and systematic research |
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Journal Article |
| Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
76 |
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Pages |
24-26 |
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630 |
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| Author |
Ladewig, J. |
| Title |
Clever Hans is still whinnying with us |
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Journal Article |
| Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
76 |
Issue |
1 |
Pages |
20-21 |
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631 |
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Hothersall, B.; Nicol, C. |
| Title |
Equine learning behaviour: accounting for ecological constraints and relationships with humans in experimental design |
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Journal Article |
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2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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76 |
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1 |
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45-48 |
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632 |
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Creighton, E. |
| Title |
Equine learning behaviour: Limits of ability and ability limits of trainers |
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Journal Article |
| Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
76 |
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1 |
Pages |
43-44 |
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no |
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633 |
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| Author |
Goodwin, D. |
| Title |
Equine learning behaviour: What we know, what we don't and future research priorities |
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Journal Article |
| Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
76 |
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17-19 |
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634 |
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| Author |
Linklater, W.L. |
| Title |
Equine learning in a wider context--Opportunities for integrative pluralism |
Type |
Journal Article |
| Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
76 |
Issue |
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53-56 |
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no |
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refbase @ user @ |
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635 |
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| Author |
Horner, V.; Whiten, A. |
| Title |
Learning from others' mistakes limits on understanding a trap-tube task by young chimpanzees (Pan troglodytes) and children (Homo sapiens) |
Type |
Journal Article |
| Year |
2007 |
Publication |
Journal of comparative psychology |
Abbreviated Journal |
J Comp Psychol |
| Volume |
121 |
Issue |
1 |
Pages |
12-21 |
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A trap-tube task was used to determine whether chimpanzees (Pan troglodytes) and children (Homo sapiens) who observed a model's errors and successes could master the task in fewer trials than those who saw only successes. Two- to 7-year-old chimpanzees and 3- to 4-year-old children did not benefit from observing errors and found the task difficult. Two of the 6 chimpanzees developed a successful anticipatory strategy but showed no evidence of representing the core causal relations involved in trapping. Three- to 4-year-old children showed a similar limitation and tended to copy the actions of the demonstrator, irrespective of their causal relevance. Five- to 6-year-old children were able to master the task but did not appear to be influenced by social learning or benefit from observing errors. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, Fife, Scotland, UK. vhorner@rmy.emory.edu |
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Washington, D.C. : 1983 |
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0735-7036 |
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PMID:17324071 |
Approved |
yes |
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refbase @ user @ |
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728 |
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Whiten, A.; van Schaik, C.P. |
| Title |
The evolution of animal 'cultures' and social intelligence |
Type |
Journal Article |
| Year |
2007 |
Publication |
Philosophical transactions of the Royal Society of London. Series B, Biological sciences |
Abbreviated Journal |
Philos Trans R Soc Lond B Biol Sci |
| Volume |
362 |
Issue |
1480 |
Pages |
603-620 |
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| Abstract |
Decades-long field research has flowered into integrative studies that, together with experimental evidence for the requisite social learning capacities, have indicated a reliance on multiple traditions ('cultures') in a small number of species. It is increasingly evident that there is great variation in manifestations of social learning, tradition and culture among species, offering much scope for evolutionary analysis. Social learning has been identified in a range of vertebrate and invertebrate species, yet sustained traditions appear rarer, and the multiple traditions we call cultures are rarer still. Here, we examine relationships between this variation and both social intelligence-sophisticated information processing adapted to the social domain-and encephalization. First, we consider whether culture offers one particular confirmation of the social ('Machiavellian') intelligence hypothesis that certain kinds of social life (here, culture) select for intelligence: 'you need to be smart to sustain culture'. Phylogenetic comparisons, particularly focusing on our own study animals, the great apes, support this, but we also highlight some paradoxes in a broader taxonomic survey. Second, we use intraspecific variation to address the converse hypothesis that 'culture makes you smart', concluding that recent evidence for both chimpanzees and orang-utans support this proposition. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews KY16 9JP, UK |
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English |
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0962-8436 |
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PMID:17255007 |
Approved |
no |
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refbase @ user @ |
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729 |
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| Author |
Hirsch, B.T. |
| Title |
Costs and benefits of within-group spatial position: a feeding competition model |
Type |
Journal Article |
| Year |
2007 |
Publication |
The Quarterly review of biology |
Abbreviated Journal |
Q Rev Biol |
| Volume |
82 |
Issue |
1 |
Pages |
9-27 |
| Keywords |
Animals; Competitive Behavior/*physiology; Dominance-Subordination; Feeding Behavior/*physiology/*psychology; Population Dynamics; Predatory Behavior/*physiology |
| Abstract |
An animal's within-group spatial position has several important fitness consequences. Risk of predation, time spent engaging in antipredatory behavior and feeding competition can all vary with respect to spatial position. Previous research has found evidence that feeding rates are higher at the group edge in many species, but these studies have not represented the entire breadth of dietary diversity and ecological situations faced by many animals. In particular the presence of concentrated, defendable food patches can lead to increased feeding rates by dominants in the center of the group that are able to monopolize or defend these areas. To fully understand the tradeoffs of within-group spatial position in relation to a variety of factors, it is important to be able to predict where individuals should preferably position themselves in relation to feeding rates and food competition. A qualitative model is presented here to predict how food depletion time, abundance of food patches within a group, and the presence of prior knowledge of feeding sites affect the payoffs of different within-group spatial positions for dominant and subordinate animals. In general, when feeding on small abundant food items, individuals at the front edge of the group should have higher foraging success. When feeding on slowly depleted, rare food items, dominants will often have the highest feeding rates in the center of the group. Between these two extreme points of a continuum, an individual's optimal spatial position is predicted to be influenced by an additional combination of factors, such as group size, group spread, satiation rates, and the presence of producer-scrounger tactics. |
| Address |
Department of Anthropology, Stony Brook University Stony Brook, New York 11794, USA. BTHIRSCH@IC.SUNYSB.EDU |
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0033-5770 |
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PMID:17354992 |
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no |
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refbase @ user @ |
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803 |
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