Noë, R., de Waal, F. B., & van Hooff, J. A. (1980). Types of dominance in a chimpanzee colony. Folia Primatol (Basel), 34(1-2), 90–110.
Abstract: This study examines to what extent the concept of dominance can be used to describe the social structure of a group of semi-free-living chimpanzees. 15 behavioural variables, based on agonistic, competitive and affinitive behaviour patterns, have been compared with respect to the interindividual directions in which they occurred. In this analysis use was made of indices that reflect the position an individual occupies in the relationship structure. These indices were calculated per individual for all variables and subjected to factor analysis and cluster analysis. As a result, 13 of the variables could be grouped in three categories which have been labelled: (1) agonistic dominance; (2) bluff dominance, and (3) competitive dominance. Whereas the top positions in the hierarchies based on the first two closely related types of dominance were occupied by the adult males, the hierarchy based on the third type was headed by several adult females.
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Zentall, T. R., Hogan, D. E., Edwards, C. A., & Hearst, E. (1980). Oddity learning in the pigeon as a function of the number of incorrect alternatives. J Exp Psychol Anim Behav Process, 6(3), 278–299.
Abstract: Pigeons' rate of learning a two-color oddity task increased as a function of the number of incorrect alternatives from 2 to 24 in Experiments 1, 2, and 3. In general, pigeons that were transferred from many-incorrect-alternative to two-incorrect-alternative oddity performed better than controls, but considerably below baseline (Experiments 2 and 3). In Experiment 4, pigeons showed no unconditioned tendency to peck the odd stimulus among 24 incorect alternatives, when pecks were nondifferentially reinforced, and in Experiment 5, when this procedure was preceded by oddity training, a progressive drop in odd-stimulus pecking was found. In Experiment 6, pigeons exposed to a nine-stimulus array in which the odd stimulus appeared (a) in the center or (b) separate from the array learned faster than when the odd stimulus was at the edge. This outcome suggests ththe figure-ground relation between the odd stimulus and the incorrect alternatives plays a role in the facilitation produced by increasing the number of incorrect alternatives but that poor performance on the standard, three-alternative oddity task appears to be due to center-odd trials which provide a difficult size or number discrimination.
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Seyfarth, R. M., Cheney, D. L., & Marler, P. (1980). Monkey responses to three different alarm calls: evidence of predator classification and semantic communication. Science, 210(4471), 801–803.
Abstract: Vervet monkeys give different alarm calls to different predators. Recordings of the alarms played back when predators were absent caused the monkeys to run into trees for leopard alarms, look up for eagle alarms, and look down for snake alarms. Adults call primarily to leopards, martial eagles, and pythons, but infants give leopard alarms to various mammals, eagle alarms to many birds, and snake alarms to various snakelike objects. Predator classification improves with age and experience.
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Shettleworth, S. J., & Juergensen, M. R. (1980). Reinforcement and the organization of behavior in golden hamsters: brain stimulation reinforcement for seven action patterns. J Exp Psychol Anim Behav Process, 6(4), 352–375.
Abstract: Golden hamsters were reinforced with intracranial electrical stimulation of the lateral hypothalamus (ICS) for spending time engaging in one of seven topographically defined action patterns (APs). The stimulation used as reinforcer elicited hoarding and/or feeding and supported high rates of bar pressing. In Experiment 1, hamsters were reinforced successively for digging, open rearing, and face washing. Digging increased most in time spent, and face washing increased least. Experiments 2-5 examined these effects further and also showed that “scrabbling,” like digging, was performed a large proportion of the time, almost without interruption, for contingent ICS but that scratching the body with a hindleg and scent-marking showed relatively little effect of contingent ICS, the latter even in an environment that facilitated marking. In Experiment 6, naive hamsters received ICS not contingent on behavior every 30 sec (fixed-time 30-sec schedule). Terminal behaviors that developed on this schedule were APs that were easy to reinforce in the other experiments, but a facultative behavior, face washing, was one not so readily reinforced. Experiment 7 confirmed a novel prediction from Experiment 6--that wall rearing, a terminal AP, would be performed at a high level for contingent ICS. All together, the results point to both motivational factors and associative factors being involved in the considerable differences in performance among different reinforced activities.
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Mader, D. R., & Price, E. O. (1980). Discrimination learning in horses: effects of breed, age and social dominance. J. Anim Sci., 50(5), 962–965.
Abstract: The discrimination learning ability of Quarter Horses and Thoroughbreds was compared by means of visual cues in a three-choice test with food as a reward. Quarter Horses learned significantly faster than Thoroughbreds, and learning progressed more rapidly for both breeds in a second discrimination task. Significant negative correlations were observed between age and rate of learning. Quarter Horses tended to be less reactive than Thoroughbreds, but individual emotional reactivity ratings and learning scores were not correlated. No correlation was found between social dominance and learning scores. Learning studies with horses may provide a better understanding of the behavioral traits that influence trainability in this species.
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van Niekerk, H. P. (1980). Ethological studies within the man-horse relationship. J S Afr Vet Assoc, 51(4), 237–238.
Abstract: Certain aspects of ethology and the horse's senses are discussed to bring about a better understanding between man and horse. Furthermore the behaviour of horses with respect to housing, feeding, breeding, veterinary treatment and work are considered.
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Tumova, B. (1980). Equine influenza--a segment in influenza virus ecology. Comp Immunol Microbiol Infect Dis, 3(1-2), 45–59.
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Milouchine, V. N. (1980). The role of WHO in international studies on the ecology of influenza in animals. Comp Immunol Microbiol Infect Dis, 3(1-2), 25–31.
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Rubin, L., Oppegard, C., & Hindz, H. F. (1980). The effect of varying the temporal distribution of conditioning trials on equine learning behavior. J. Anim Sci., 50(6), 1184–1187.
Abstract: Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups.
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Hintz, R. L. (1980). Genetics of performance in the horse. J. Anim Sci., 51(3), 582–594.
Abstract: Criteria used to measure performance, environmental factors that influence performance and estimates of heritability are needed to estimate genetic differences. Published heritability estimates of various measures of performance in the horse are summarized. The average heritability estimates of pulling ability and cutting ability are .25 and .04, respectively. Heritability estimates are .18, .19 and .17 for log of earnings from jumping, 3-day event and dressage performance, respectively. Heritability estimates of performance rates, log of earnings, earnings, handicap weight, best handicap weight, time and best time for the Thoroughbred are .55, .49, .09, .49, .33, .15 and .23, respectively. Heritability estimates of log of earnings, earnings, time and best time for the trotter are .41, .20, .32, and .25, respectively. The heritability estimate of best time for the pacer is .23. The effectiveness of selection will depend on which performance trait is to be improved.
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