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Houpt, K. A., Zahorik, D. M., & Swartzman-Andert, J. A. (1990). Taste aversion learning in horses. J. Anim Sci., 68(8), 2340–2344.
Abstract: The ability of ponies to learn to avoid a relatively novel food associated with illness was tested in three situations: when illness occurred immediately after consuming a feed; when illness occurred 30 min after consuming a feed; and when illness was contingent upon eating one of three feeds offered simultaneously. Apomorphine was used to produce illness. The feeds associated with illness were corn, alfalfa pellets, sweet feed and a complete pelleted feed. The ponies learned to avoid all the fees except the complete feed when apomorphine injection immediately followed consumption of the feed. However, the ponies did not learn to avoid a feed if apomorphine was delayed 30 min after feed consumption. They could learn to avoid alfalfa pellets, but not corn, when these feeds were presented with the familiar “safe foods,” oats and soybean meal. Ponies apparently are able to learn a taste aversion, but there were constraints on this learning ability. Under the conditions of this study, they did not learn to avoid a food that made them sick long after consumption of the food, and they had more difficulty learning to avoid highly palatable feeds.
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Cheney D.L., & Seyfarth, R. M. (1990). How monkeys see the world: Inside the mind of another species. Chicago: University of Chicago Press.
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Klingel, H. (1990). Kalameili – future home of the Przewalski horse? In S. Seifert (Ed.), Proceedings of the 5th International Symposium on the Preservation of the Przewalski Horse, Leipzig (pp. 221–224). Leipzig: Zoolog Garten.
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Rau R.E.,. (1990). Bring back the quagga.
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Schilder, M. B. H. (1990). Social behaviour and social arganization of a herd of plains zebra in a safari park. Ph.D. thesis, , University of Utrecht.
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Stander, P. E., Nott, T.B., Lindeque, P.M., & Lindeque, M. (1990). Mass marking of zebras in the Etosha National Park, Namibia. Madoqua, 17(1), 47–49.
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Wiesner, J., & V. Hegel, G. (1990). Zur Immobilisation von Wildequiden mit STH 2130 und Tiletamin/Zolazepam. Tierärzl Prax, 18, 151–154.
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Würbel, H. (1990). The relationship between social structure and mating system in donkeys & Mating strategies of male donkeys in a promiscuous mating system"l structure and mating system in donkeys &. Diploma thesis, , Faculty of Natural Sciences, University of Berne, Switzerland.
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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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Mitman, G. (1990). Dominance, leadership, and aggression: animal behavior studies during the Second World War. J Hist Behav Sci, 26(1), 3–16.
Abstract: During the decade surrounding the Second World War, an extensive literature on the biological and psychological basis of aggression surfaced in America, a literature that in general emphasized the significance of learning and environment in the origins of aggressive behavior. Focusing on the animal behavior research of Warder Clyde Allee and John Paul Scott, this paper examines the complex interplay among conceptual, institutional, and societal forces that created and shaped a discourse on the subjects of aggression, dominance, and leadership within the context of World War II. The distinctions made between sexual and social dominance during this period, distinctions accentuated by the threat of totalitarianism abroad, and the varying ways that interpretations of behavior could be negotiated attests to the multiplicity of interactions that influence the development of scientific research.
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