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Cords, M. (1990). 13th Cong. Int. Primat Soc.
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Heyes, C. M., & Dawson, G. R. (1990). A demonstration of observational learning in rats using a bidirectional control. Q J Exp Psychol B, 42(1), 59–71.
Abstract: Hungry rats observed a conspecific demonstrator pushing a single manipulandum, a joystick, to the right or to the left for food reward and were then allowed access to the joystick from a different orientation. The effects of right-pushing vs left-pushing observation experience on (1) response acquisition, (2) reversal of a left-right discrimination, and (3) responding in extinction, were examined. Rats that had observed left-pushing made more left responses during acquisition than rats that had observed right-pushing, and rats that had observed demonstrators pushing in the direction that had previously been reinforced took longer to reach criterion reversal and made more responses in extinction than rats that had observed demonstrators pushing in the opposite direction to that previously reinforced. These results provide evidence that rats are capable of learning a response, or a response-reinforcer contingency, through conspecific observation.
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Heyes CM, & Dawson GR. (1990). A demonstration of observational learning using a bidirectional control. Q. J. Exp. Psychol., 42, 59.
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Hemelrijk C K. (1990). A matrix partial correlation test used in investigations of reciprocity and other social interaction patterns at group level. J. Theor. Biol., 143(3), 405–420.
Abstract: Reciprocity and other social interaction patterns can be studied at two levels, within pairs (i.e. dyadic level) and among pairs (i.e. at group level). In this paper advantages of the latter approach are emphasized. However, an analysis at group level implies the correlation of interaction matrices and because such data are statistically dependent, the significance of a correlation has to be calculated in a special way
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McCall, C. A. (1990). A Review of Learning Behavior in Horses and its Application in Horse Training. J. Anim Sci., 68(1), 75–81.
Abstract: A literature review of the equine learning research conducted in the past 20 yr revealed that the purpose of most of the studies was to determine whether horses respond to learning situations in the same way that other animals do. The results indicated that horses can discriminate many different types of stimuli, and they learn through stimulus-response- reinforcement chains. Most equine learning studies have utilized learning tasks depending on primary positive reinforcement to get the horses to work the tests. Yet, the majority of horse trainers use negative reinforcement more often than primary positive reinforcement in their training procedures. Therefore, past research often did not have a direct application to training methods commonly utilized in the horse industry. Research also demonstrated that 1) early experiences of horses can affect learning ability later, 2) equine memory is efficient and 3) concentrating learning mals in long training sessions decreases equine learning efficiency. Many factors that might affect equine learning ability and be applicable to training practices in the horse industry have not been thoroughly investigated; for example, interactions between nutrition and learning and between exercise and learning, the use of negative and secondary reinforcements in horse training, and the horse's ability to make few initial errors compared to its ability to eliminate errors as training progresses all require investigation in future equine learning studies. N1 -
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Philipsson, J., Arnason, T., & Bergsten, K. (1990). Alternative selection strategies for performance of the Swedish warmblood horse. Livestock Production Science, 24(3), 273–285.
Abstract: The Swedish riding horse population includes about 6000 broodmares and 150 breeding stallions. The overall breeding goal is to produce riding horses competitive in several disciplines, i.e. dressage as well as showjumping and eventing. The effectiveness of this multi-purpose objective was studied in alternative strategies for selecting stallions and mares as candidate dams for them. The alternative selection strategies for stallions included 1-stage (conformation), 2-stage (conformation and performance test) and 3-stage (conformation, performance test and competition results at advanced levels) selection schemes. The mare selection schemes included the corresponding 1- and 2-stage selection schemes. The results clearly showed the 2-stage selection procedure to be most efficient, especially for stallions. It is important that the intensity in selection after the performance test is kept high. Differences in defining the breeding objective are less important, provided the selection is based on a performance test including both dressage and jumping. According to the results, the development of the Swedish performance testing scheme, in which now only 30% of the tested stallions are selected for breeding, seems justified. In mare selection schemes, performance tests also seem to be justified, especially if jumping ability is to be improved. Differences between field and station tests are only minor and since the volume of testing can be much higher in the field this would allow a much stronger selection and should thus be preferred.
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Spear, N. E., Miller, J. S., & Jagielo, J. A. (1990). Animal Memory and Learning. Annual Review of Psychology, 41(1), 169–211.
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Cheney DL, & Seyfarth RM. (1990). Attending to behaviour versus attending to knowledge: examining monkeys' attribution of mental states. Anim. Behav., 40, 742.
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Potter, G. D., & Yeates, B. F. (1990). Behavioral principles of training and management. The Horse, 2nd Edn, , 665–682.
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Rau R.E.,. (1990). Bring back the quagga.
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