Abstract: Gaze following is a behavior that draws the human infant into perceptual contact with objects or events in the world to which others are attending One interpretation of the development of this phenomenon is that it signals the emergence of joint or shared attention, which may be critical to the development of theory of mind An alternative interpretation is that gaze following is a noncognitive mechanism that exploits social stimuli in order to orient the infant (or adult) to important events in the world We report experimental results that chimpanzees display the effect in response to both movement of the head and eyes in concert and eve movement alone Additional tests indicate that chimpanzees appear able to (a) project an imaginary line of sight through invisible space and (b) understand How that line of sight can be impeded by solid, opaque objects This capacity may have arisen because of its reproductive payoffs in the context of social competition with conspecifics, predation avoidance, or both.

Abstract: In order to assist in the accurate prediction of the timing of parturition in the mare true gestation length, along with the potential effect of a number of factors, was investigated. Data from 433 Thoroughbred foal pregnancies were used. Sequential ultrasonic scanning allowed the true gestation length (fertilisation-parturition) to be ascertained, as apposed to previous work, which used the mating-parturition interval. An average gestation length of 344.1+/-0.49 days was evident. Colt foal pregnancies were significantly (P<0.001) longer (346.2+/-0.72) than fillies (342.4+/-0.65). Month of birth had a significant effect on gestation length in all foals (P<0.001). With foals born in January having the shortest gestation lengths and those born in April the longest. Mare age, year of birth, stallion age, stud farm and the interval between ovulation and mating had no significant effect. It is concluded that (i) the gestation length range (315-388 days), all resulting in viable foals is noteworthy and of clinical importance when considering the classification of dysmaturity in foals, (ii) mares carrying colt foals due to be born in the middle of the breeding season (April) are likely to have the longer gestation lengths.

Abstract: In the last decade an increasing number of studies has been oriented towards equine social learning and their social behavior within the herd (Kruger‚ 2006-2008). In social species, social learning is important to learn and gain useful skills to move and live in their own social and environmental context. Group housing has been recognized as an important element to fulfill the physical and behavioral needs of horses, especially their need for social contact (Søndergaard‚ 2011). Still‚ when it comes to horse training, the social aspect and‚ in general‚ cognitive abilities of the horse are rarely taken into account. Although it is widely accepted that social isolation is stressful for horse (Mal et al, 1991a and 1991b) still isolating a young horse is the first step when it comes to training methods. Due to tradition and culture and our performance-oriented society it is both difficult to accept and apply a different social/cognitive training approach. Training sessions are focused on immediate results whereas in cognitive learning part of the process is latent and will not be visible immediately‚ but taking the cognitive skills into account plays an important role in avoiding tension both in the horse as in the human-horse interaction (Baragli and De Giorgio, 2011). In this study we tested the possibility to apply social learning by creating a social environment‚ favoring a cognitive learning approach‚ for the training of six young horses. The group existed in three males and three females, between two and three years old. All six showed initial difficulties and defense to human interaction. They were housed in two groups in adjacent spacious paddocks where they had ample opportunity to move and express their individual and social behavioral repertoire. Each horse had one training session per week without isolating it from the others. The training sessions were held following a cognitive-relational model defined as the equine-zooanthropologic approach (De Giorgio, 2010 – Marchesini, 2011). The learning objectives were to be able to handle each horse‚ conduct it‚ saddle and ride it within a maximum time-frame of two years. Every time a defensive or alert behavior would occur the training activity was re-arranged to not over-pressure the horse. Therefore the persons working with the horses carried out the activities without tight expectations focusing on the horses’ positive attention. After eighteen months all six horses were used to the saddle and to riding. None of the horses ever fled or showed defense behavior and in the case of unexpected events they showed no emotional reactivity/reactive behavior. Today the horses show the same calm behavior whenever worked individually. This preliminary study highlights how social learning applied to equestrian activity can be fundamental for safety and welfare and the establishment of a more problem-free relationship between horse and human. Safety as the defensive behavior seems to have been reduced and welfare as the horses have been trained in a social context without being isolated and thus without being stressed during the training experience.

Abstract: The traditional notion of aggression as an antisocial instinct is being replaced by a framework that considers it a tool of competition and negotiation. When survival depends on mutual assistance, the expression of aggression is constrained by the need to maintain beneficial relationships. Moreover, evolution has produced ways of countering its disruptive consequences. For example, chimpanzees kiss and embrace after fights, and other nonhuman primates engage in similar “reconciliations.” Theoretical developments in this field carry implications for human aggression research. From families to high schools, aggressive conflict is subject to the same constraints known of cooperative animal societies. It is only when social relationships are valued that one can expect the full complement of natural checks and balances.

Abstract: After Charles Darwin's The Expression of the Emotions in Man and Animals, published in 1872, we had to wait 60 years before the theme of animal expressions was picked up by another astute observer. In 1935, Nadezhda Ladygina-Kohts published a detailed comparison of the expressive behavior of a juvenile chimpanzee and of her own child. After Kohts, we had to wait until the 1960s for modern ethological analyses of primate facial and gestural communication. Again, the focus was on the chimpanzee, but ethograms on other primates appeared as well. Our understanding of the range of expressions in other primates is at present far more advanced than that in Darwin's time. A strong social component has been added: instead of focusing on the expressions per se, they are now often classified according to the social situations in which they typically occur. Initially, quantitative analyses were sequential (i.e., concerned with temporal associations between behavior patterns), and they avoided the language of emotions. I will discuss some of this early work, including my own on the communicative repertoire of the bonobo, a close relative of the chimpanzee (and ourselves). I will provide concrete examples to make the point that there is a much richer matrix of contexts possible than the common behavioral categories of aggression, sex, fear, play, and so on. Primate signaling is a form of negotiation, and previous classifications have ignored the specifics of what animals try to achieve with their exchanges. There is also increasing evidence for signal conventionalization in primates, especially the apes, in both captivity and the field. This process results in group-specific or “cultural” communication patterns.