Abstract: Abstract Wolves (Canis lupus) are currently showing a remarkable comeback in the highly fragmented cultural landscapes of Germany. We here show that wolf numbers increased exponentially between 2000 and 2015 with an annual increase of about 36%. We demonstrate that the first territories in each newly colonized region were established over long distances from the nearest known reproducing pack on active military training areas (MTAs). We show that MTAs, rather than protected areas, served as stepping-stones for the recolonization of Germany facilitating subsequent spreading of wolf territories in the surrounding landscape. We did not find any significant difference between MTAs and protected areas with regard to habitat. One possible reason for the importance of MTAs may be their lower anthropogenic mortality rates compared to protected and other areas. To our knowledge, this is the first documented case where MTAs facilitate the recolonization of an endangered species across large areas.

Abstract: Italian wolf howls are described for the first time from observations between 2003–2008 of a population living in eastern Tuscany, central Italy. A sample of 37 howls selected among single responses and 128 howls included in the choruses of 7 free ranging packs was recorded and analysed. The mean fundamental frequency of the howls ranged between 274–908 Hz. Two main structures recognised by means of multivariate explorative analysis, in particular Principal Component and Cluster Analysis, were ascribed to breaking and flat howls. Discriminant Function Analysis was applied to the recognised groups with the aim to find a general rule for classification. Howls with different features were correctly assigned to the groups obtained by explorative analysis in 95.8% of cases. The analysis of the variables characterising the structure of the howls suggests that maximum frequency and range of fundamental frequency are the most important parameters for classification, while duration does not appear to play any significant role.

Abstract: This volume brings together studies from various disciplines of the social sciences and humanities (Anthropology, Sociology, Cultural Studies, History and Literary theory) that examine the equestrian world as a historically gendered and highly dynamic field of contemporary sport and culture. From elite international dressage and jumping, polo and the turf, to the rodeo world of the Americas and popular forms of equestrian sport and culture, we are introduced to a range of issues as they unfold at local and global, national and international levels. Students and scholars of gender, culture and sport will find much of interest in this original look at contemporary issues such as “engendered” (women’s and men’s) dentities/subjectivities of equestrians, representations of girls, horses and the world of adventure in juvenile fiction; the current “feminization” of particular equestrian activities (and where boys and men stand in relation to this); how broad forms of social inequality and stratification play themselves out within gendered equestrian contexts; men and women and their relation to horses within the framework of current discussions on the relation of animals to humans (which may include not only love and care, but also exploitation and violence), among others. Singular contributions that incorporate a wide variety of classic and contemporary theoretical perspectives and empirical methodologies show how horse cultures around the globe contribute to historical and current constructions of embodied “femininities” and “masculinities”, reflecting a world that has been moving “beyond the binaries” while continuing to be enmeshed in their persistent and contradictory legacy. The final chapter makes a brave attempt at synthesizing individual chapters and moving forward from the evidences they provide, to suggest a compelling agenda for future research.

Abstract: Behavioural innovations have become central to our thinking about how animals adjust to changing environments. It is now well established that animals vary in their ability to innovate, but understanding why remains a challenge. This is because innovations are rare, so studying innovation requires alternative experimental assays that create opportunities for animals to express their ability to invent new behaviours, or use pre-existing ones in new contexts. Problem solving of extractive foraging tasks has been put forward as a suitable experimental assay. We review the rapidly expanding literature on problem solving of extractive foraging tasks in order to better understand to what extent the processes underpinning problem solving, and the factors influencing problem solving, are in line with those predicted, and found, to underpin and influence innovation in the wild. Our aim is to determine whether problem solving can be used as an experimental proxy of innovation. We find that in most respects, problem solving is determined by the same underpinning mechanisms, and is influenced by the same factors, as those predicted to underpin, and to influence, innovation. We conclude that problem solving is a valid experimental assay for studying innovation, propose a conceptual model of problem solving in which motor diversity plays a more central role than has been considered to date, and provide recommendations for future research using problem solving to investigate innovation. This article is part of a Special Issue entitled: Cognition in the wild.

Abstract: The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms 'positive' and 'negative' as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as 'addition' or 'subtraction' reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term 'conflict theory' be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education.