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Baer, K. L., Potter, G. D., Friend, T. H., & Beaver, B. V. (1983). Observation effects on learning in horses. Appl. Animal. Ethol., 11(2), 123–129.
Abstract: Sixteen horses, divided into 2 groups of 8, were used to study observational learning in horses. One group served as controls while the other group served as the treated group (observers). Observers were allowed to watch a correctly performed discrimination task for 5 days prior to testing their learning response using the same task. Discrimination testing was conducted on all horses daily for 14 days, with criterion set at 7 out of 8 responses correct with the last 5 consecutively correct. The maximum number of trials performed without reaching criterion was limited to 20 per day. Mean trials to criteria (MT) by group were: control, 11.25; observer, 10.70. Mean error (ME) scores were: control, 2.37; observer, 2.02. Average initial discrimination error scores were 11.13 for control and 10.38 for observers (P < 0.10). Asymptote was reached by Day 8 for both control and observer groups. Analysis of variance with repeated measures showed an extreme-day effect indicative of learning (P < 0.01), with non-significant differences in learning rate between experimental groups. Whether the initial ability of the horses to perform a discrimination learning task was enhanced by observation of other horses' performance of that task was not obvious from these data.
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Fiske, J. C., & Potter, G. D. (1979). Discrimination reversal learning in yearling horses. J. Anim. Sci., 49(2), 583–588.
Abstract: Twenty-six yearling horses were tested on a serial reversal learning discrimination combining spatial and brightness cues. An original discrimination of rewarded or nonrewarded stimuli was made followed by 20 daily reversals for position/brightness discrimination. Learning criteria were defined as 11 out of 12 correct, with the last eight responses all correct. Each horse was allowed 30 trials per discrimination to achieve criteria. Mean errors (ME) and mean trials (MT) required to achieve criteria were computed for each horse. A relative learning ability index (LAI) was calculated by the formula 1000/MT/ME. A daily emotionality score, based on a scale of one (tranquil) to six (very excitable) was assigned each horse each day after testing and a mean computed for each horse. A single subjective trainability score, based on a scale of one (difficult to train) to six (easy to train) was obtained for each horse from an independent trainer. Linear regression analyses for all 26 horses revealed a reduction in MT and ME (P<.01) over the 21-day test period indicating evidence of learning to learn. Differences (P<.05) were evident between sexes for MT and ME. Significant correlations between trainability scores and learning ability indices MT, ME, and LAI were evident for colts and geldings but not for fillies. Pooled data showed significant correlations between ME and trainability. There was a negative correlation (P<.05) between emotionality and trainability scores for all 26 horses, although the filly group did not exhibit significant correlation between these parameters.
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Henneke, D. R., Potter, G. D., Kreider, J. L., & Yeates, B. F. (1983). Relationship between condition score, physical measurements and body fat percentage in mares. Equine Vet J, 15(4), 371–372.
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McCall, C. A., Potter, G. D., Friend, T. H., & Ingram, R. S. (1981). Learning abilities in yearling horses using the Hebb-Williams closed field maze. J. Anim. Sci., 53(4), 928–933.
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Potter, G. D., & Yeates, B. F. (1990). Behavioral principles of training and management. The Horse, 2nd Edn, , 665–682.
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Steelman, S. M., Michael-Eller, E. M., Gibbs, P. G., & Potter, G. D. (2006). Meal size and feeding frequency influence serum leptin concentration in yearling horses. J. Anim Sci., 84(9), 2391–2398.
Abstract: Energy is an essential nutrient for all horses, and it is especially important in performance horses, pregnant and lactating mares, and young growing horses. A negative energy balance in horses such as these may result in unsatisfactory performance, decreased fertility, or slow growth. Therefore, ensuring adequate energy intake is an important aspect of the nutritional management of the equine. This study was undertaken to investigate the effects of feeding large, carbohydrate-rich, concentrate meals on the satiety-inducing hormone, leptin. Three groups of yearling horses were rotated through 3 feeding schedules in a replicated 3x3 Latin square design. Horses were fed 2, 3, or 4 times per day (2x, 3x, and 4xfeeding schedules, respectively), each for a period of 11 d, with the total amount of daily feed held constant. Horses were weighed and BCS was determined on the first day of each period. Blood samples were collected before the morning meal on d 1, 4, and 7 of each period. Additionally, blood was sampled for the last 24 h of the 2xand 4xdietary periods. Neither weight nor BCS changed during the study (P = 0.99 and P = 0.28, respectively). Both mean and peak plasma glucose were greatest in 2xhorses (P < 0.05), as were mean areas under the curve. Serum leptin concentration increased in 2xhorses (P < 0.05), but not in horses fed 3 or 4 times daily. Leptin was elevated in horses with greater BCS (P < 0.05) and increased steadily throughout the study (P < 0.05). Data from the 24-h collection indicated that 2xhorses had fluctuations in leptin production throughout the day (P < 0.05), whereas horses fed 4 times daily did not. Overall, this study indicates that feeding horses 2 large concentrate meals daily can increase mean serum leptin concentrations and may cause fluctuations in leptin production over a 24-h period. This departure from baseline leptin concentration has the potential to affect appetite, along with numerous other physiological processes.
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