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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Asa, C. S., Goldfoot, D. A., Garcia, M. C., & Ginther, O. J. (1980). Dexamethasone suppression of sexual behavior in the ovariectomized mare. Horm Behav, 14(1), 55–64.
Abstract: The influence of steroids of adrenal cortical origin on estrous behavior in the ovariectomized mare was evaluated by adrenal suppression via dexamethasone (DEX) administration in two experiments. In Experiment I, 12 mares (six DEX, six control) were tested for sexual behavior in harem groups (two DEX and two control mares plus one stallion per group) for 9 consecutive days. In Experiment II, estradiol (E2) was given to a group of DEX-treated mares as an additional control. Twelve mares (four DEX, four DEX + E2, and four control) were tested in harem groups (one DEX, one DEX + E2, and one control mare plus one stallion per group) for 10 days. All DEX mares showed a clear suppression of sexual response compared to control or DEX + E2 mares, indicating that the estrous behavior seen in ovariectomized mares may be due to steroids from the adrenal cortex. The control and DEX + E2 mares were similar in all measures of proceptivity. Despite being more receptive, as indicated by fewer negative responses, the DEX + E2 mares received fewer intromissions and ejaculations than did the control animals. The ability of estradiol to induce estrous behavior in the dexamethasone-suppressed mare notwithstanding, other adrenal steroids, e.g., androgens, may be involved in estrous behavior in the untreated, ovariectomized mare.
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Bennett Dk,. (1980). Stripes do not a zebra make, Part I: A cladistic analysis of Equus. Syst Zool, 29(2), 272–287.
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CREGIER SE. (1980). Alleviating road transit stress on horses. Anim Regul Stud, 3, 223–227.
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DREVEMO S et al,. (1980). Equine locomotion: The analysis of linear and temporal stride characteristics of trotting standardbreds. Equine Vet J, 12, 60–65.
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Keiper Rr, K. M. (1980). Nocturnal activity patterns of feral ponies. J Mammal, 61, 116–118.
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Keiper, R. R., Moss, M., & Zervanos, S. (1980). Daily and seasonal patterns of feral ponies on Assateague Island. In 2nd Conference on Scientific Research in the National Parks.
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Klingel H,. (1980). A Comparison of the Social Organization of the Equids. in Denniston RH (ed).
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Mccort Wd,. (1980). The behavior and social organization of feral asses on Ossabaw Island, Georgia PhD thesis, Pensylvania State U. Ph.D. thesis, , Pensylvania State U.
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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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