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Krueger, K. (2010). “Erfasst” das Pferd die menschliche Psyche". In M. Dettling, C. Opgen-Rhein, & M. Kläschen (Eds.), Pferdegestützte Therapie bei psychischen Erkrankungen (pp. 40–51). Stuttgart: Schattauer Verlag.
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Rüegg J. C. (2003). Psychosomatik, Psychotherapie und Gehirn. Stuttgart: Schattauer Verlag.
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Scheunert, A. T., A. (1987). Lehrbuch der Veterinär-Physiologie. Berlin: Parey.
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Klingel, H.. (2012). Soziale Organisation und Sozialverhalten der Equiden. In K. Krueger (Ed.), Proceedings of the 2. International Equine Science Meeting (Vol. in press). Wald: Xenophon Publishing.
Abstract: Verhalten und Ökologie der 6 rezenten Equiden sind in vieler Hinsicht identisch, jedoch in der Sozialen Organisation haben 2 deutliche verschiedene Formen evoluiert, die beide an das Leben in den semi-ariden und ariden Lebensräumen angepasst sind, wo sie zu säsonalen oder opportunistischen Wanderungen gezwungen sind.
Die Verbreitungsgebiete der verschiedenen Arten überlappen, in Südafrika und Namibia von Bergzebra Equus zebra und Steppenzebra E. quagga, in Kenya und Äthiopien von Steppenzebra und Grevy-Zebra E. grevyi, in Äthipien und Somalia von Grevy-Zebra und Afrikanischem Wildesel E. africanus, in China und der Mongolei Asiatischer Wildesel E. hemionus und Przewalski-Pferd E. przewalskii. Obwohl die Vertreter der verschiedenen Arten in den Überschneidungsgebieten die gleichen Ressourcen wie Wasser und Weide nutzen, nehmen sie kaum Kontakt zueinander auf.
Die Vertreter von Typ 1, Steppenzebra Equus quagga, Bergzebra E..zebra, Pferd E przewalskii, leben in nicht-territorialen , dauerhaften 1- Hengst- Familien, in Hengstgruppen und als Einzelgänger.. Die Familienhengste haben die alleinigen Paarungsrechte mit den Stuten in ihrem Harem. Dieser besteht aus bis zu ca. 6 nicht-verwandten Stuten nebst ihren Nachkommen und kann bis 20 Mitglieder haben.
Stuten bleiben bis zu ihrem Tod im Harem..Hengste können mit 5-6 Jahren einen Harem erobern oder gründen, können gleichfalls bis zum Tod die Familie begleiten, werden aber meist vorher von einem anderen Hengst ersetzt. Harems sind auch ohne Hengst stabil, ein Hinweis, dass die Stuten freiwilling im Harem sind und bleiben.. Junge Stuten verlassen ihre elterliche Familie und schliessen sich einem anderen Harem an..Beim Steppenzebra werden die Jungstuten während eines Östrus (Rosse) von Bewerbern entführt, gegen den Widerstand des Familenhengstes = Vaters. Bewerber sind Junggesellen, die so eine Familie gründen, und Familienhengste, die so ihren Harem vergrössern. Junghengste verlassen mit 2-3Jahren ihre elterliche Familie und schliessen sich Jungesellengruppen an, aus denen sich die Familenhengste rekrutieren.
In der Gruppe besteht eine Rangordnung mit dem Henst in der alpha-Position. Sie beruht aud individuellem Kennen und Erkennen der Mitglieder.
Bei Typ 2, Grevy-Zebra, Afrikanischer und Asiatischer Wildesel, monopolisieren Hengste über Jahre Territorien von 10 und mehr km2 , in denen sie die alleinigen Paarungsrechte haben. Territoriale Hengste tolerieren Artgenossen, auch erwachsene Hengste, soweit diese sich unterlegen verhalten. Oder sie stellen sich zum Kampf um den Besitz des Territoriums, eine Vorbedingung für die Fortpflanzung. Stuten im Östrus können von mehreren Hengsten begattet werden, wenn sie sich in deren Territorien aufhalten bzw diese durchwandern.
Stuten und Fohlen und nicht-territoriale Hengste schliessen sich zu anonymen instabilen Gruppen oder Herden zusammen. Feste dauerhafte Bindungen bestehen nur zwischen Stute und Fohlen. Hengste verlassen ihr Territorium für Stunden, Tage, im Extrem auch Monate, um zu Wasserstellen oder Weidegründen zu ziehen, sind aber bei Rückkehr wieder unangefochtene Besitzer.
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Ödberg, F. (2012). History of schooling and its relation with conditioning laws and welfare. In K. Krueger (Ed.), Proceedings of the 2. International Equine Science Meeting (Vol. in press). Wald: Xenophon Publishing.
Abstract: While writings from the Hittite Kikkuli and the Greek hippiatrica concerned stamina training and mainly veterinary aspects, the first explicit writings left about schooling are from the hand of Xenophon. He showed already a plight to understand the horse’s behaviour and apply an animal-friendly schooling. What happened in Roman times and early middle ages is unclear through a lack of documents. Literature increased in late middle ages (a few Iberic authors and the Italian Rusius) but remained scarce. One presumes knights were brutal because of the strength of bits and spurs, but iconography shows also horses ridden without coercion. Linear progress in schooling cannot be found before the transition between the renaissance and baroque periods. Writings from renaissance masters such as Grisone, Fiaschi, Pignatelli and de la Broue, show a generally violent way of schooling (excepted Conte and Pavari) strangely contrasting with appeals for kindness. One then observes from the 17th century authors to the 18th century baroque masters a gradual improvement concerning important aspects: evolving 1/ from anthropomorphism to understanding horse behaviour, and 2/ from coercion to obtaining gradually suppleness and applying the laws of physics concerning weight distribution. Many baroque and early 19th century masters had understood intuitively conditioning laws discovered scientifically in the 20th century by the Pavlovians and behaviourists. The essence of schooling was settled in the baroque period. It subsided unfortunately in the 19th (with better survival in Germany, Austria and Iberic countries) because of a/ more interest for racing and hunting, b/ the French revolution that closed academies and c/ mass army training. Pressure of competition in the 20th nearly eradicated academic tradition. In the second part we translate some fundamental riding principles into scientific terminology. “Independence of aids” is based on discrimination of stimuli and overshadowing. “Discretion of aids” on generalization and second-order conditioning. “Descente de mains et de jambes” on avoidance of habituation, of confusion, and of the impossibility to apply negative reward. “Legs without hands, hands without legs” on avoidance of experimental neurosis due to contradictory stimuli. Time permitting, processes such as positive social modelling and occasion setting will be explained. The above mentioned principles are rarely applied nowadays. The FEI holds a large responsibility in the acceptance, even institutionalizing, of a probably animal-unfriendly riding. It is also shameful that some schools, that for years, or even centuries, were the guardians of old principles, are relinquishing them under commercial pressure. All too often, modern riding is obviously animal-unfriendly for the intuitive rider. Scientists however seek facts. Frequency of conflict behaviours is an indicator at ethological level. However, some horses could be in learned helplessness. There is no litmus test for that (except complicated avoidance learning procedures). There is a need for physiological stress parameters according to breed, age, sex. Horses schooled according to different philosophies are often from different breeds making matched-pairs studies difficult. The important role of pre- and postnatal experience complicates precise scientific evaluation in everyday equine practice. One cannot standardize ontogeny in horses as in laboratory animals. Keywords: academic riding principles, history, learning theory, welfare KW -
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Krueger, K. (Ed.). (2008). Proceedings of the International Equine Science Meeting 2008. Wald: Xenophon Verlag.
Abstract: Target group: Biologists, Psychologists, Veterinarians and Professionals
Meeting target: Because the last international meeting on Equine Science took place a couple years ago, there is an urgent need for equine scientists to exchange scientific knowledge, coordinate research provide knowledge for practical application, and discus research results among themselves and with professionals who work with horses. Additionally, dialog concerning the coordination of the study “Equitation Science” in Europe is urgently needed. Coordination and cooperation shall arise from the meeting, enrich the research, and advance the application of scientific knowledge for the horses` welfare.
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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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Krueger, K. (2015). Social learning and innovative behaviour in horses. In Proceedings of the 3. International Equine Science Meeting. Wald: Xenophon Publishing.
Abstract: The evaluation of important parameters for measuring the horses’ cognitive capacities is one of the central topics of the equine behaviour team at Nürtingen-Geislingen University. Social complexity has been said to be one of the settings in which needs for cognitive capacities arise in animals. A variety of studies throughout the last two decades proved the horses’ social complexity to be far more elaborate than previously assumed. Horses form social bonds for the protection of offspring, intervene in encounters of others, identify group mates individually and easily orientate in a fission fusion society.
In such socially complex societies, animals will benefit from learning socially. In many bird and primate species the degree of social complexity correlates nicely with the species abilities for social learning. Social learning was, therefore, argued to be an indicator for elaborate mental capacities in animals. We were delighted to prove that horses actually copy social behaviour and techniques for operating a feeding apparatus from older and higher ranking group members. In a recent study we found young horses, at the age of 3 to 12, to copy the operation of a feeding apparatus from a human demonstrator. Social learning seems to work nicely in horses when the social background of the animals is considered.
The degree to which individual animals adapt to changes in their social or physical environment by finding innovative solution appears to be the other side of the coin, of whether animals adjust to challenges by social learning. It is not very astonishing, that along with the animals’ social complexity and their ability to learn socially also the degree to which they show innovative behaviour was claimed to be one of the most important demonstrations of advanced cognitive capacities. In a recent approach, we started to ask horse owners and horse keepers in many countries to tell us about unusual behaviour of their horses via a web site (http://innovative-behaviour.org). To date, we received 204 cases of innovative behaviour descriptions from which six cases were clear examples of tool use or borderline tool use. We categorized the innovative behaviours into the classes, a) innovations to gain food, b) innovations to gain freedom, c) social innovations, d) innovations to increase maintenance, and e) innovations that could not be clearly assigned to a category. About 20% of the innovative horses showed more than one innovation. These animals could be termed “true innovators”. Again, young horses were more innovative than older ones with the age group 5 – 9 showing the highest number of innovative behaviour descriptions.
In a nutshell, the horses’ cognitive capacities appear to be underestimated throughout the last decades. The horses’ social complexity is far more elaborate than previously assumed, horses learn socially from conspecific and humans, some of them demonstrate innovative behaviour adaptations to their environment and even simple forms of tool use.
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Kaplan, G. (2015). Social animals and Communication, with special reference to horses. In K. Krueger (Ed.), Proceedings of the 3. International Equine Science Meeting. Proc. 3. Int. Equine. Sci. Mtg, in prep. Wald: Xenophon Publishing.
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Palme, R. (2015). Non-invasive monitoring of stress hormones for welfare assessment in domestic and wild equids. In K. Krueger (Ed.), Proceedings of the 3. International Equine Science Meeting. Proc. 3. Int. Equine. Sci. Mtg, in prep. Wald: Xenophon Publishing.
Abstract: Stress responses play an important role in allowing animals to cope with challenges. Glucocorticoids, key elements in the neuroendocrine stress axis, are traditionally measured as a parameter for welfare assessment. As blood sample collection itself disturbs an animal, non-invasive or minimal invasive methods have gained importance for assessing stress. In horses saliva and faeces are most frequently used. Faecal samples offer the advantage that they can be collected easily and stress-free. In faecal samples circulating hormone levels are integrated over a certain period of time. As a consequence faecal glucocorticoid metabolites represent the cumulative secretion and they are less affected by short episodic fluctuations of hormone secretion.
However, in order to gain reliable information about an animal’s adrenocortical activity, certain criteria have to be met: Depending whether the impact of acute or chronic stressors is assessed, frequent sampling might be necessary whereas in other cases, single samples will suffice. Background knowledge regarding the metabolism and excretion of glucocorticoids is essential and a careful validation is obligatory. In addition, this presentation will address analytical issues regarding sample storage, extraction procedures, and immunoassays and various examples of a successful application in equids will be given. Applied properly, non-invasive techniques to monitor stress hormones are a useful tool for animal welfare assessment.
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