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Blatz, S., Krüger, K., & Zanger, M. (2018). Der Hufmechanismus – was wir wirklich wissen! Eine historische und fachliche Auseinandersetzung mit der Biomechanik des Hufes. Wald: Xenophon Verlag e.K.
Abstract: Der Hufmechanismus – wir alle glauben ihn zu kennen und zu wissen wie er funktioniert. Doch wussten Sie, dass nach über 250 Jahren der Forschung immer noch keine eindeutige Aussage dazu getroffen werden kann, wie der Hufmechanismus genau entsteht, vonstattengeht und wie er bei der Hufbearbeitung berücksichtigt werden muss?
Die Ergebnisse von 50 Studien unterstützen die Elastizitätstheorie. Sie beschreibt einen individuellen Hufmechanismus, der von Pferd zu Pferd unterschiedlich und von mannigfaltigen Faktoren abhängig ist.
Der Hufmechanismus zeigt sich als ebenso anpassungsfähig wie die Hufform selbst. Daher sollte bei der Hufbearbeitung und beim Beschlag mit Maß und Weitblick die optimale und individuelle Lösung für jedes Pferd gefunden werden.
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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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Krueger., K., & Farmer, K. (2018). Social learning in Horses: Differs from individual learning only in the learning stimulus and not in the learning mechanisms. In 14th Meeting of the Internatinoal Society for Equitation Science.
Abstract: Equine welfare can be enhanced by applying species specific training. This may incorporate social learning, as horses are highly social and social stimuli are of primary importance. Social learning is comparable to individual learning in its learning mechanisms, differing primarily in the way it is stimulated. Our initial study showed that horses of different breeds (N = 38) follow humans after observing other horses doing so, but only if the observed horse was familiar to and higher ranking than the observer (Fisher's exact test: N = 12, P = 0.003). A second study showed that horses and ponies (N = 25) learned to pull a rope to open a feeding apparatus after observing demonstrations by conspecifics, again, only if the demonstrating horse was older and higher ranking than the observer (Fisher's combination test, N = 3, v2 = 27.71, p = 0.006). Our third approach showed that horses and ponies (N = 24) learned to press a switch to open a feeding apparatus after observing a familiar person (GzLM: N = 24, z = 2.33, P = 0.02). Most recently, we confronted horses and ponies (N = 50) with persons demonstrating different techniques for opening a feeding apparatus. In this study we investigated whether the horses would copy the demonstrators' techniques or apply their own. Here only some horses copied the technique, and most of the successful learners used their mouths irrespective of the demonstrators' postures (Chi Square Test: N = 40, df = 2, χ2 = 31.4, p < 0.001). In all the approaches social stimuli elicited learning processes in the test horses, while only a few individuals in the control groups mastered the tasks by individual learning. The following behaviour observed in the initial study may have been facilitated by a social stimuli (social facilitation), and the opening of the feed boxes in the subsequent studies appear to be mostly the result of enhancement (social enhancement). Some horses may have used the social stimuli at first and continued their learning process by individual trial and error. However, the horses were also selective in whom and some in how to copy. This may have been conditioned (socially conditioned) or the result of simple forms of reasoning on the reliability of the particular information provided by demonstrators of certain social ranks or social positions, as high ranking and familiar horses and familiar persons were copied and some imitated exactly.
Lay person message: Traditional riding instructions suggest that horses learn by observing other horses. For example, older, more experienced driving horses are used for initial training of young driving horses. We have shown that horses indeed use learning stimuli provided by other horse, as well as by humans. Horses readily accept stimuli observed in high ranking and familiar horses, and familiar persons. Such stimuli elicit learning processes which are comparable to individual learning. We suggest applying social learning whenever possible, as it is much faster and less stressful than individual learning, where learners experience negative outcomes in trial and error learning.
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Krueger, K., Flauger, B., Farmer, K., & Hemelrijk, C. (2014). Movement initiation in groups of feral horses. Behav. Process., 103, 91–101.
Abstract: Abstract Herds of ungulates, flocks of birds, swarms of insects and schools of fish move in coordinated groups. Computer models show that only one or very few animals are needed to initiate and direct movement. To investigate initiation mechanisms further, we studied two ways in which movement can be initiated in feral horses: herding, and departure from the group. We examined traits affecting the likelihood of a horse initiating movement i.e. social rank, affiliative relationships, spatial position, and social network. We also investigated whether group members join a movement in dominance rank order. Our results show that whereas herding is exclusive to alpha males, any group member may initiate movement by departure. Social bonds, the number of animals interacted with, and the spatial position were not significantly associated with movement initiation. We did not find movement initiation by departure to be exclusive to any type of individual. Instead we find evidence for a limited form of distributed leadership, with higher ranking animals being followed more often.
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Farmer, K., Krüger, K., Byrne, R. W., & Marr, I. (2018). Sensory laterality in affiliative interactions in domestic horses and ponies (Equus caballus). Anim. Cogn., 21(5), 631–637.
Abstract: Many studies have been carried out into both motor and sensory laterality of horses in agonistic and stressful situations. Here we examine sensory laterality in affiliative interactions within four groups of domestic horses and ponies (N = 31), living in stable social groups, housed at a single complex close to Vienna, Austria, and demonstrate for the first time a significant population preference for the left side in affiliative approaches and interactions. No effects were observed for gender, rank, sociability, phenotype, group, or age. Our results suggest that right hemisphere specialization in horses is not limited to the processing of stressful or agonistic situations, but rather appears to be the norm for processing in all social interactions, as has been demonstrated in other species including chicks and a range of vertebrates. In domestic horses, hemispheric specialization for sensory input appears not to be based on a designation of positive versus negative, but more on the perceived need to respond quickly and appropriately in any given situation.
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Maloney, S. J. (2019). The Relationship Between Asymmetry and Athletic Performance: A Critical Review. The Journal of Strength & Conditioning Research, 33(9).
Abstract: Maloney, SJ. The relationship between asymmetry and athletic performance: A critical review. J Strength Cond Res 33(9): 2579-2593, 2019--Symmetry may be defined as the quality to demonstrate an exact correspondence of size, shape, and form when split along a given axis. Although it has been widely asserted that the bilateral asymmetries are detrimental to athletic performance, research does not wholly support such an association. Moreover, the research rarely seeks to distinguish between different types of bilateral asymmetry. Fluctuating asymmetries describe bilateral differences in anthropometric attributes, such as nostril width and ear size, and are thought to represent the developmental stability of an organism. There is evidence to suggest that fluctuating asymmetries may be related to impaired athletic performance, although contradictory findings have been reported. Sporting asymmetries is a term that may better describe bilateral differences in parameters, such as force output or jump height. These asymmetries are likely to be a function of limb dominance and magnified by long-standing participation within sport. Sporting asymmetries do not seem to carry a clear influence on athletic performance measures. Given the vast discrepancy in the methodologies used by different investigations, further research is warranted. Recent investigations have demonstrated that training interventions can reduce sporting asymmetries and improve performance. However, studies have not sought to determine whether the influence of sporting asymmetry is independent of improvements in neuromuscular parameters. It may be hypothesized that the deficient (weaker) limb has a greater potential for adaptation in comparison to the strong limb and may demonstrate greater responsiveness to training.
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Schuetz, A., Farmer, K., & Krueger, K. (2017). Social learning across species: horses (Equus caballus) learn from humans by observation. Anim. Cogn., 20(3), 567–573.
Abstract: This study examines whether horses can learn by observing humans, given that they identify individual humans and orientate on the focus of human attention. We tested 24 horses aged between 3 and 12. Twelve horses were tested on whether they would learn to open a feeding apparatus by observing a familiar person. The other 12 were controls and received exactly the same experimental procedure, but without a demonstration of how to operate the apparatus. More horses from the group with demonstration (8/12) reached the learning criterion of opening the feeder twenty times consecutively than horses from the control group (2/12), and younger horses seemed to reach the criterion more quickly. Horses not reaching the learning criteria approached the human experimenters more often than those that did. The results demonstrate that horses learn socially across species, in this case from humans.
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Preiszner, B., Vincze, E., Seress, G., Papp, S., Bókony, V., Liker, A., et al. (2013). Necessity or capacity? Physiological state predicts problem-solving performance in house sparrows. Behav. Ecol., 25(1), 124–135.
Abstract: Innovative behaviors such as exploiting novel food sources can grant significant fitness benefits for animals, yet little is known about the mechanisms driving such phenomena, and the role of physiology is virtually unexplored in wild species. Two hypotheses predict opposing effects of physiological state on innovation success. On one hand, poor physiological condition may promote innovations by forcing individuals with poor competitive abilities to invent alternative solutions. On the other hand, superior physiological condition may ensure greater cognitive capacity and thereby better problem-solving and learning performance. To test these hypotheses, we studied the behavior of wild-caught house sparrows (Passer domesticus) in 4 novel tasks of food acquisition, one of which was presented to the birds in repeated trials, and we investigated the relationships of individual performance with relevant physiological traits. We found that problem-solving performance across the 4 tasks was moderately consistent within individuals. Birds with lower integrated levels of corticosterone, the main avian stress hormone, solved the most difficult task faster and were more efficient learners in the repeated task than birds with higher corticosterone levels. Birds with higher concentration of total glutathione, a key antioxidant, solved 2 relatively easy tasks faster, whereas birds with fewer coccidian parasites tended to solve the difficult task more quickly. Our results, thus, indicate that aspects of physiological state influence problem-solving performance in a context-dependent manner, and these effects on problem-solving capacity, probably including cognitive abilities, are more likely to drive individual innovation success than necessity due to poor condition.
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Baciadonna, L., McElligott, A. G., & Briefer, E. F. (2013). Goats favour personal over social information in an experimental foraging task. Peer J, 1.
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Byström, A., Clayton, H. M., Hernlund, E., Rhodin, M., & Egenvall, A. (2020). Equestrian and biomechanical perspectives on laterality in the horse. Comp. Exerc. Physiol., 16(1), 35–45.
Abstract: It has been suggested that one of the underlying causes of asymmetrical performance and left/right bias in sound riding horses is laterality originating in the cerebral cortices described in many species. The aim of this paper is to review the published evidence for inherent biomechanical laterality in horses deemed to be clinically sound and relate these findings to descriptions of sidedness in equestrian texts. There are no established criteria to determine if a horse is left or right dominant but the preferred limb has been defined as the forelimb that is more frequently protracted during stance and when grazing. Findings on left-right differences in forelimb hoof shape and front hoof angles have been linked to asymmetric forelimb ground reaction forces. Asymmetries interpreted as motor laterality have been found among foals and unhandled youngsters, and the consistency or extent of asymmetries seems to increase with age. Expressions of laterality also vary with breed, sex, training and handling, stress, and body shape but there are no studies of the possible link between laterality and lameness. In a recent study of a group of seven dressage horses, a movement pattern in many ways similar to descriptions of sidedness in the equestrian literature, e.g. one hind limb being more protracted and placed more laterally than the other, has been documented. The role of innate laterality versus painful conditions, training, human handedness and simply habit remains to be determined. Understanding the biomechanical manifestations of laterality in healthy horses, including individual variation, would yield a potential basis for how laterality should be taken into account in relation to training/riding and rehabilitation of lameness.
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