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Bouman, I. (). The future of the Przewalski horses at Hustai National Park. Przewalski Horse, 2001(48), 28–38.
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Bouman-Heinsdijk, I. Is re-introduction of Przewalski horses into the wild a realistic idea? Breeding Przewalski Horses in Captivity for Release into the Wild,, , 176–220.
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Mohr, E., Speed, J. G.(D.), & Goodall D.M..(Translator) (Eds.). The Asiatic Wild Horse.
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Lombardi, C. Matching and oddity relational learning by pigeons ( Columba livia ): transfer from color to shape. Anim. Cogn., .
Abstract: Abstract Relational learning, as opposed to perceptual learning, is based on the abstract properties of the stimuli. Although at present there is no doubt that pigeons are capable of relational behavior, this study aims to further disclose the conditions under which it occurs. Pigeons were trained in an outdoor cage on a matching-to-sample or an oddity-from-sample task, with colored cardboard stimuli presented horizontally. The apparatus involved three sliding lids on which the stimuli were drawn and which, when displaced, revealed the reinforcement. The lids were either adjacent to each other or somewhat separated. Training sessions involved two colors, and test sessions six different colors (same dimension test), or six different shapes (different dimension test). One group of birds trained under the “adjacent” condition failed when tested with new stimuli, but succeeded in both dimension tests after training under the “separate” condition. Two other groups of birds succeeded in all tests after training under the latter condition. These results show that depending on procedural details, pigeons are or are not able to transfer from one visual dimension to another, thus extending previous related findings.
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Sigurjónsdóttir, H., & Gunnarsson, V. Controlled Study of Early Handling and Training of Icelandic Foals.
Abstract: Introduction
Many scientists agree that information on the learning abilities of horses should be used in developing training methods (Fiske and Potter, 1979; Mader and Price, 1980; McCall, 1990) but nevertheless research where such knowledge is put to the test is limited (Flannery, 1997). Foals that are handled continuously between 4 and 22 months of age were quicker learners and were easier to train than those that got less handling (Fiske and Potter, 1979). The handling involved being lead, brushed, and acclimated to restraint. In some studies more relaxed foals learned more and were easier to train later on than stressed foals (Fiske and Potter, 1979; Heird et al, 1986) while no such correlation was found in another study (Mader and Price 1980). It is commonly believed, and has been established with tests, that younger horses are quicker-learners than mature (Mader and Price, 1980; Houpt, 1982), but the question remains to be answered if a certain age is better than another and if so, if the optimum time differs between breeds.
The idea of imprint training (Miller, 2000) is controversial but seems to be popular in the USA. Miller found that foals that had been treated by veterinarians at birth were easier to handle later on. He associated this with what Konrad Lorenz called imprint learning (1937), which involved irreversible learning taking place during a sensitive period early in life. Miller claims that the idea has been tested scientifically but no such papers are covered by Wed of Science. To our knowledge one systematic research has been carried out whose results will be published this year (Jennifer Williams, personal communication). Miller (2000) claims that it is very important to stroke and handle the foals quickly after birth (hence the reference to the imprinting concept) and desensitize them to touch and other interventions. A study by Mal et al (1994) did not support the claim that very young foals are more sensitive to treatment than older foals. It is possible that what we are witnessing when the foals seem relaxed after stroking is not “imprinting” but “learned helplessness”.
In Iceland where mares give birth out in the field within the herd (usually herds of mares, sub-adults and sometimes geldings) it is customary not to disturb the mare and foal for the first hours of the foal's life. That fact and the custom in many places to let the foals stay with their dams within large groups in the wilderness from 1-2 months of age till autumn, would mean that continuous handling would not have a practical value for most Icelandic horse owners. We wanted to test the idea that early handling and training of foals should calm the foals considerably and teach them valuable lessons, which would make training later on easier.
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unknown. EQUINE SOCIAL INTELLIGENCE.
Abstract: INTRODUCTION to the social intelligence tests
This document contains the result of adjusting 12 tests written for dogs to the sensory modes and size
of horses. Stanley Coren calls the tests “Canine IQ Tests,” but also says the tests are probably
measurements of “social intelligence.” Coren's book also contains the list of dog breeds ranked by
score on these tests. The technical, psychological definition of “intelligence” is not relevant to these
tests (the usual academic caveats about data and variables). Also, an animal that is very clever and is
not interested in interacting with humans will score low on these tests, so if your horse is a low scorer,
it may mean that people just are not interesting for him.
I am posting the tests because 1) my riding club thought they were fun when I showed them the video
record of the testing protocol and 2) the several horses tested thought they were fun. Of these horses,
my two (a German sport horse and a Morgan) became more alert in responding to their human
companion (me) after the tests were run....
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unknown. Horse – Perception – Vision..
Abstract: Horses have been described as being among the
most perceptive of animals.1 By studying the
sensory perception of horses, we gain valuable
insights into their behavior. The differences
between human and equine perceptions of the
external environment can be explained by the
differences in their sensory structures. The horses
adept perception has allowed it to be constantly
aware of changes occurring in its surroundings
and has played a pivotal role in the success of this
species. An appreciation and understanding of
the horses well-developed sensory system are
valuable tools, particularly when attempting to
understand distinctive aspects of equine behavior.
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Marees, H. de. Sportphysiologie. Köln: Tropon.
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Ivers, T. The Fit Racehorse. Cincinnati OH: Esprit Racing Team.
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Legare, C. H., & Nielsen, M. (). Imitation and Innovation: The Dual Engines of Cultural Learning. Trends in Cognitive Sciences, 19(11), 688–699.
Abstract: Imitation and innovation work in tandem to support cultural learning in children and facilitate our capacity for cumulative culture. Here we propose an integrated theoretical account of how the unique demands of acquiring instrumental skills and cultural conventions provide insight into when children imitate, when they innovate, and to what degree. For instrumental learning, with an increase in experience, high fidelity imitation decreases and innovation increases. By contrast, for conventional learning, imitative fidelity stays high, regardless of experience, and innovation stays low. We synthesize cutting edge research on the development of imitative flexibility and innovation to provide insight into the social learning mechanisms underpinning the uniquely human mind.
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