Abstract: Unwanted oral investigative in horses has been anecdotally attributed to the practice of hand-feeding. Fears over such behaviour developing as a consequence of using food rewards, for example in clicker training, have been implicated as a common reason for not employing food-based positive reinforcement training techniques. This study used data generated as part of a larger research project, and explored associations between five common oral investigative behaviours and the practices of hand-feeding and clicker training. Data were from a convenience sample of UK leisure horse owners using two self-administered Internet surveys. Ninety-one percent of respondents reported giving their horse food by hand and this practice was significantly associated with three of the five oral investigative behaviours, licking hands (P = 0.006), gently searching clothing (P < 0.001) and roughly searching clothing (P = 0.003). Nipping hands and biting clothes were not associated with hand-feeding, suggesting that risk factors for these behaviours originate outside of this practice. Clicker training techniques were employed by 14% of respondents and their use was not associated with the incidence of any of the five oral investigative behaviours. These findings suggest that horse owners should not be deterred from using food-based positive reinforcement techniques with their horses, as fears that this practice will result in unwanted oral investigative behaviours from their horses appear unfounded.

Abstract: Most animals must learn some of the behaviours in their repertoire, and some must learn most. Although learning is often thought of as an individual exercise, in nature much learning is social, i.e. under the influence of conspecifics. Social learners acquire novel information or skills faster and at lower cost, but risk learning false information or useless skills. Social learning can be divided into learning from social information and learning through social interaction. Different species have different mechanisms of learning from social information, ranging from selective attention to the environment due to the presence of others to copying of complete motor sequences. In vertical (or oblique) social learning, naïve individuals often learn skills or knowledge from parents (or other adults), whereas horizontal social learning is from peers, either immatures or adults, and more often concerns eavesdropping and public information use. Because vertical social learning is often adaptive, maturing individuals often have a preference for it over individual exploration. The more cognitively demanding social learning abilities probably evolved in this context, in lineages where offspring show long association with parents and niches are complex. Because horizontal learning can be maladaptive, especially when perishable information has become outdated, animals must decide when to deploy social learning. Social learning of novel skills can lead to distinct traditions or cultures when the innovations are sufficiently rare and effectively transmitted socially. Animal cultures may be common but to date taxonomic coverage is insufficient to know how common. Cultural evolution is potentially powerful, but largely confined to humans, for reasons currently unknown. A general theory of culture is therefore badly needed.

Abstract: The aim of this study was to investigate the relationship between age, reproductive status and sire of the mare and the tendency to perform stereotypies. One hundred and fourteen purebred Arab mares, offspring of 39 sires ( offspring per sire) and aged 4-21 years () were observed from the 30th March to the 15th of May 2005 using instantaneous scan sampling. We used a multivariate logistic regression in order to study the relationship between age, reproductive status and sire of the mare and the tendency to perform stereotypies. 28% of the observed mares showed stereotypic behaviour, mostly weaving (22%). Neither age (χ2 Wald = 9.36, p = 0.89) nor sire (χ2 Wald = 4.34, p = 1.0) affected the occurrence of stereotypies whilst the reproductive status of the mare influenced significantly the occurrence (χ2 Wald = 10.75, p = 0.001) but also the type (χ2 = 12.1, p < 0.001) of stereotypic behaviour. Weaving was more frequent in non foaling mares (41.4%) than in foaling mares (1.8%) that performed mostly stall-walking.

Abstract: The left and right sides of the brain are specialised to process information in different ways and to control different categories of behaviour. Research on a range of species has shown that the left hemisphere controls well-established patterns of behaviour performed in non-stressful situations, whereas the right hemisphere responds to unexpected stimuli and controls escape and other emergency responses. The known functions of each hemisphere are summarised in this paper. Then it is hypothesised that stressed animals rely on predominant use of the right hemisphere, and that a bias to use the right or left hemisphere, respectively, may explain the behavioural differences between animals with a negative cognitive bias and those with a positive cognitive bias. In some species of primates it has been shown that the preferred limb used to pick up food when the animal is in a relaxed state reflects the dominant hemisphere and may be an accessible measure indicating susceptibility to stress and tendency towards positive versus negative cognitive bias. Hence, limb preference might be a useful measure of such tendencies in domesticated species. Some difficulties in determining a relevant measure of limb preference in non-primate species are mentioned, followed by the suggestion that eye preferences for viewing certain stimuli may be a useful measure in species with laterally placed eyes. Finally, effects of experience on the development of hemispheric dominance are discussed, leading to a suggestion that the welfare of domestic animals may be enhanced by ensuring development of left hemisphere dominance (e.g. by exposing chick embryos to light) and by shifting right to left hemisphere dominance in animals with negative cognitive bias.

Abstract: Individuals need to coordinate their activities to benefit from group living. Thus group decisions are essential for societies, especially if group members cooperate with each other. Models show that shared (democratic) decisions outperform unshared (despotic) decisions, even if individuals disagree about actions. This is surprising as in most other contexts, differences in individual preferences lead to sex-, age-, or kin-specific behaviour. Empirical studies testing the predictions of the theoretical models have only recently begun to emerge. This applies particularly to group decisions in fission-fusion societies, where individuals can avoid decisions that are not in their interest. After outlining the basic ideas and theoretical models on group decision-making I focus on the available empirical studies. Originally most of the relevant studies have been on social insects and fish but recently an increasing number of studies on mammals and birds have been published, including some that deal with wild long-lived animals living in complex societies. This includes societies where group members have different interests, as in most mammals, and which have been less studied compared to eusocial insects that normally have no conflict among their colony members about what to do. I investigate whether the same decision rules apply in societies with conflict and without conflict, and outline open questions that remain to be studied. The chapter concludes with a synthesis on what is known about group decision-making in animals and an outlook on what I think should be done to answer the open questions.