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Harvey, P. H., Clutton-Brock, T. H., & Mace, G. M. (1980). Brain size and ecology in small mammals and primates. PNAS, 77(7), 4387–4389.
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Parry, B. W., Gay, C. C., & McCarthy, M. A. (1980). Influence of head height on arterial blood pressure in standing horses. American Journal of Veterinary Research, 41(10), 1626–1631.
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Rubin, L., Oppegard, C., & Hindz, H. F. (1980). The effect of varying the temporal distribution of conditioning trials on equine learning behavior. J. Anim Sci., 50(6), 1184–1187.
Abstract: Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups.
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Mader, D. R., & Price, E. O. (1980). Discrimination learning in horses: effects of breed, age and social dominance. J. Anim Sci., 50(5), 962–965.
Abstract: The discrimination learning ability of Quarter Horses and Thoroughbreds was compared by means of visual cues in a three-choice test with food as a reward. Quarter Horses learned significantly faster than Thoroughbreds, and learning progressed more rapidly for both breeds in a second discrimination task. Significant negative correlations were observed between age and rate of learning. Quarter Horses tended to be less reactive than Thoroughbreds, but individual emotional reactivity ratings and learning scores were not correlated. No correlation was found between social dominance and learning scores. Learning studies with horses may provide a better understanding of the behavioral traits that influence trainability in this species.
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Seyfarth, R. M., Cheney, D. L., & Marler, P. (1980). Monkey responses to three different alarm calls: evidence of predator classification and semantic communication. Science, 210(4471), 801–803.
Abstract: Vervet monkeys give different alarm calls to different predators. Recordings of the alarms played back when predators were absent caused the monkeys to run into trees for leopard alarms, look up for eagle alarms, and look down for snake alarms. Adults call primarily to leopards, martial eagles, and pythons, but infants give leopard alarms to various mammals, eagle alarms to many birds, and snake alarms to various snakelike objects. Predator classification improves with age and experience.
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Hintz, R. L. (1980). Genetics of performance in the horse. J. Anim Sci., 51(3), 582–594.
Abstract: Criteria used to measure performance, environmental factors that influence performance and estimates of heritability are needed to estimate genetic differences. Published heritability estimates of various measures of performance in the horse are summarized. The average heritability estimates of pulling ability and cutting ability are .25 and .04, respectively. Heritability estimates are .18, .19 and .17 for log of earnings from jumping, 3-day event and dressage performance, respectively. Heritability estimates of performance rates, log of earnings, earnings, handicap weight, best handicap weight, time and best time for the Thoroughbred are .55, .49, .09, .49, .33, .15 and .23, respectively. Heritability estimates of log of earnings, earnings, time and best time for the trotter are .41, .20, .32, and .25, respectively. The heritability estimate of best time for the pacer is .23. The effectiveness of selection will depend on which performance trait is to be improved.
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Meij Hs, M. J. (1980). Functional asymmetry in the motor system of the horse. S Afr J Sci, 76, 552–556.
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Bunnell, B., & Perkins, M. (1980). Performance correlates of social behavior and organization: Social rank and complex problem solving in crab-eating macaques (M. fascicularis). Primates, 21(4), 515–523.
Abstract: Abstract Seventeen male crab-eating macaques, drawn from two captive troops, were tested on a series of complex problem solving tasks in a Wisconsin General Test Apparatus (wgta). The animals were trained on a series of 6-trial object quality learning set problems followed by a series of 10-trial object quality learning set problems. They were then given problems in which the correct stimulus object was reversed part way through the problem. After the animals reached criterion on this task, the reversal learning set was then extinguished. High ranking animals made more intraproblem errors than low ranking animals on the 6-trial problems, but there was no relationship between social status and the rapidity with which the object quality learning set was established. Animals that received overtraining on the 6-trial problems transferred their learning virtually intact to the 10-trial problems; however, high ranking animals without overtraining made more errors than low ranking animals. On reversal learning and reversal extinction, high ranking animals made more errors on critical trials, indicating that they formed and extinguished the reversal set more slowly than low ranking animals. Object quality sets, as measured by trial-2 performance, were not affected by the reversal conditions.
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Meyer H,. (1980). Ein Beitrag zur Regulation der Futteraufnahme beim Pferd. Dtsch Tierärztl Wschr, 87, 401–424.
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Bunnell, B., Gore, W., & Perkins, M. (1980). Performance correlates of social behavior and organization: Social rank and reversal learning in crab-eating macaques (M. fascicularis). Primates, 21(3), 376–388.
Abstract: Abstract Seventeen male crab-eating macaques drawn from two captive troops, were tested on a brightness discrimination, reversal learning task. Fourteen of these animals completed ten reversals. It was found that the performance of the three highest ranking animals from each troop, taken together, was poorer than that of the lower ranking animals that were tested. The high ranking animals made more errors before reaching criterion on both initial learning and the reversal problems. Analysis of error patterns revealed that, while the high ranking animals had no more difficulty than the others in withholding their responses to the previously correct stimulus following reversals, they did not adopt the correct strategy as soon as the low ranking animals. The results have been interpreted in terms of a carry-over of a hypothetical factor or factors resulting from pressures created by the ongoing social dynamics involved in establishing and maintaining a given social rank at the time laboratory testing occurred.
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