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Hall, C. (2007). The impact of visual perception on equine learning. Behav. Process., 76, 29–33.
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McCall, C. A. (2007). Making equine learning research applicable to training procedures. Behav. Process., 76(1), 27–28.
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Cooper, J. J. (2007). Equine learning behaviour: Common knowledge and systematic research. Behav. Process., 76, 24–26.
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Ninomiya, S. (2007). Social leaning and stereotypy in horses. Behav. Process., 76, 22–23.
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Ladewig, J. (2007). Clever Hans is still whinnying with us. Behav. Process., 76(1), 20–21.
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Goodwin, D. (2007). Equine learning behaviour: What we know, what we don't and future research priorities. Behav. Process., 76, 17–19.
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Houpt, K. A. (2007). Imprinting training and conditioned taste aversion. Behav. Process., 76, 14–16.
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Zentall, T. R. (2005). Selective and divided attention in animals. Behav. Process., 69(1), 1–15.
Abstract: This article reviews some of the research on attentional processes in animals. In the traditional approach to selective attention, it is proposed that in addition to specific response attachments, animals also learn something about the dimension along which the stimuli fall (e.g., hue, brightness, or line orientation). More recently, there has been an attempt to find animal analogs to methodologies originally applied to research with humans. One line of research has been directed to the question of whether animals can locate a target among distracters faster if they are prepared for the presentation of the target (search image and priming). In the study of search image, the target is typically a food item and the cue consists of previous trials on which the same target is presented. In research on priming effects, the cue is typically different from the target but is a good predictor of its occurrence. The study of preattentive processes shows that perceptually, certain stimuli stand out from distracters better than others, depending not only on characteristics of the target relative to the distracters, but also on relations among the distracters. Research on divided attention is examined with the goal of determining whether an animal can process two elements of a compound sample with the same efficiency as one. Taken together, the reviewed research indicates that animals are capable of centrally (not just peripherally) attending to selective aspects of a stimulus display.
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Murphy, J., & Arkins, S. (2007). Equine learning behaviour. Behav. Process., 76(1), 1–13.
Abstract: Scientists and equestrians continually seek to achieve a clearer understanding of equine learning behaviour and its implications for training. Behavioural and learning processes in the horse are likely to influence not only equine athletic success but also the usefulness of the horse as a domesticated species. However given the status and commercial importance of the animal, equine learning behaviour has received only limited investigation. Indeed most experimental studies on equine cognitive function to date have addressed behaviour, learning and conceptualisation processes at a moderately basic cognitive level compared to studies in other species. It is however, likely that the horses with the greatest ability to learn and form/understand concepts are those, which are better equipped to succeed in terms of the human-horse relationship and the contemporary training environment. Within equitation generally, interpretation of the behavioural processes and training of the desired responses in the horse are normally attempted using negative reinforcement strategies. On the other hand, experimental designs to actually induce and/or measure equine learning rely almost exclusively on primary positive reinforcement regimes. Employing two such different approaches may complicate interpretation and lead to difficulties in identifying problematic or undesirable behaviours in the horse. The visual system provides the horse with direct access to immediate environmental stimuli that affect behaviour but vision in the horse is of yet not fully investigated or understood. Further investigations of the equine visual system will benefit our understanding of equine perception, cognitive function and the subsequent link with learning and training. More detailed comparative investigations of feral or free-ranging and domestic horses may provide useful evidence of attention, stress and motivational issues affecting behavioural and learning processes in the horse. The challenge for scientists is, as always, to design and commission experiments that will investigate and provide insight into these processes in a manner that withstands scientific scrutiny.
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Levin, L. E. (1996). Passage order through different pathways in groups of schooling fish, and the diversified leadership hypothesis. Behav. Process., 37(1), 1–8.
Abstract: The diversified leadership hypothesis proposes that different individuals within a school of fish act as leaders in different circumstances. This `circumstantial leadership' results from inter-individual behavioral variability and a `cohesion-dispersion' tendency modulated by `failure-success' contingencies. The hypothesis predicts that when offered different pathways to escape the restriction of their swimming space, individuals within a group of fish will show 1. (a) consistent passage orders in each pathway, but2. (b) different passage orders in different pathways. Using an avoidance paddle and three different groups of fish (Aphyocharax erithrurus) the results confirmed prediction 1. (a) while prediction2. (b) was verified only in one group.
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