|
|
Hemelrijk, C. K. (2002). Despotic societies, sexual attraction and the emergence of male 'tolerance': an agent-based model. Behaviour, 139(6), 729–747.
Abstract: During the period when females are sexually attractive – but only then – males of certain species of primates, such as chimpanzees, allow females access to resources. Because males are usually dominant over females, such male 'tolerance' is explained as a special, reproductive strategy to gain access to females. In this paper a simpler hypothesis is proposed on the basis of an individual-based model (called DomWorld): male 'tolerance' towards females arises in 'despotic' artificial societies as a kind of 'respectful timidity', because sexual attraction automatically increases female dominance over males as a side-effect. The model consists in a homogeneous, virtual world with agents that group and perform dominance-interactions in which the effects of victory and defeat are self-reinforcing. The artificial sexes differ in that VirtualMales have a higher intensity of aggression, they start with a greater capacity to win conflicts than VirtualFemales and they are especially attracted to the opposite sex during certain periods, whereas VirtualFemales are not. I shall explain how the introduction into DomWorld of the attraction of VirtualMales by VirtualFemales leads to female dominance, why it does so only in despotic, but not in egalitarian societies, and how it leads to other phenomena that are relevant to the study of primate behaviour.
|
|
|
|
Huebener, E. (2002). Schmeichelnder Sitz, atmender Schenkel, flüsternder Zügel.
Abstract: HÜBENER, EBERHARD, Schmeichelnder Sitz, atmender Schenkel,
flüsternder Zügel
Vom feinfühligen, partnerschaftlichen Umgang mit dem Pferd und über Nöte
der bundesdeutschen Reiterei. Mit einem Geleitwort von Dr. Reiner Klimke
2. ergänzte Aufl. Hildesheim 2002. 223 S. mit 63 Abb., davon 3 farbig. Gebunden. Reihe:
(NOVA HIPPOLOGICA.) ISBN: 3-487-08408-2
Dieses Buch beantwortet eine Reihe zentraler Fragen zur Reitlehre und zum
Umgang mit dem Pferd gründlich und leicht verständlich. Es ist daher hilfreich
für alle, die sich am und auf dem Pferd gern helfen lassen. Ob sie nun nur zum
Vergnügen oder mit turniersportlichen Ambitionen reiten. Ob sie lernen oder
lehren.
Der vorliegenden zweiten Auflage ist eine neue Arbeit des Autors beigebunden:
Nachdem eine Video-Analyse seinen “selbsttätigen Schenkel” bestätigt hat, wird
jetzt endlich auch das “Sitz-Rätsel” definitiv gelöst.
Die Video-Technik hat ermöglicht, das Zusammenspiel von Gangart, Bewegungen
von Pferderumpf und -rücken, Sitz des Reiters und Hilfengebung zum Nutzen
des Reiter-Rückgrats, der keineswegs beliebig belastbaren Wirbelsäule des
Pferdes und kultivierten, feinfühligen Reitens zu entschlüsseln.
Reitunterricht kann anders aussehen. Irrwege sind vermeidbar geworden.
|
|
|
|
Huebener, E. (2002). Coaxing seat, breathing leg, whispering reins.
|
|
|
|
Houpt, K. A., & Rudman, R. (2002). Foreword to special issue on equine behavior. Appl. Anim. Behav. Sci., 78(2-4), 83–85.
|
|
|
|
McDonnell, S. M., & Poulin, A. (2002). Equid play ethogram. Appl. Anim. Behav. Sci., 78(2-4), 263–290.
Abstract: An ethogram of play behavior among equids was developed. Several key English-language studies on equids were reviewed to derive a preliminary inventory of specific behaviors to be included in the ethogram. Our primary observations were based on a herd of semi-feral Shetland-type ponies kept at New Bolton Center, University of Pennsylvania School of Veterinary Medicine, Kennett Square, PA. Greater than 100 h of direct observation and photo-documentation focused specifically on play in order to identify play behaviors to be added to the preliminary inventory and to obtain detailed descriptions of each behavior. Additionally, these observations were supplemented with photographs obtained during several years of observational study of this herd for other purposes, and with the cumulative equid observational experience and study notes of the principal investigator with other equid species. An initial draft was sent out to 18 equine behavior colleagues for review. A total of 38 individual behaviors classified into four distinct categories were included in the ethogram. These included object play (14 entries), play sexual behavior (3 entries), locomotor play (14 entries) and play fighting (7 entries). All of the behaviors catalogued from direct observation of the herd were also found in the equid literature. The resulting ethogram offers a practical tool as a field guide or reference for quantitative research and other studies of equid play behavior as well as for teaching of equid behavior.
|
|
|
|
McAfee L.M., Mills D.S., & Cooper J.J. (2002). The use of mirrors for the control of stereotypic weaving behaviour in the stabled horse. Appl. Anim. Behav. Sci., 78, 159–173.
Abstract: Weaving, a common locomotor stereotypy, has been associated with social isolation in stabled horses. In this study we investigated the effect of provision of mirrors on weaving as this may have a similar effect to access to conspecifics. The behaviour of six known weavers, each in one of three locations within a working equine yard, was recorded, 5 days a week for 12 weeks. After a pre-trial period of a week, one horse in each of the three locations was provided with a 1mx1.5m mirror for 5 weeks, after which time the mirrors were removed and placed in the stables of the other three subjects for the next 5 weeks. All mirrors were then removed and the horses observed for a final week (post-trial period). The provision of a mirror significantly reduced the incidence of both stereotypic weaving (P<0.001) and nodding (P<0.05) for the 5 weeks of treatment but did not affect the time the horses spent standing active, dozing or ingesting. The mirror may mimic visual contact with conspecifics (minimising the social isolation of the stable) and/or provide environmental distraction or additional visual stimuli, altering the horses' perception of the environment and their resultant responses to it. The use of mirrors in the stable appears to be a more effective treatment of weaving than many current popular treatments, including weaving bars.
|
|
|
|
Tanoff, G. F., & Barlow, C. B. (2002). Leadership and Followership: Same Animal, Different Spots? Consult Psychol J Pract Res, 54(3), 157–165.
Abstract: This study examined the relationship between the constructs of leadership, as operationalized through the Leadership Personality Survey (LPS; G.J. Curphy, 1998), and followership, as op-era-tion-al-iz-ed by the Power of Followership Survey (PFS; R.E. Kelley, 1992). The LPS is based on the 5-factor model of personality that is widely regarded as the premier model for understanding trait personality dimensions (R.R. McCrae & O.P. John, 1992). The PFS is based on R.E. Kelley's (1992) model of followership styles. Data were collected from 130 students at a military college as part of their involvement in an academic course on leadership. Correlational analyses revealed numerous significant positive relationships between these 2 constructs. Regression modeling provided insight into the relations of personality dimensions and followership. Limitations to this study and implications of these findings as well as future research directions are discussed.
|
|
|
|
Barnard, C. J., & Luo, N. (2002). Acquisition of dominance status affects maze learning in mice. Behav. Process., 60(1), 53–59.
Abstract: Learning is likely to be costly and thus subject to trade-off with other components of life history. An obvious prediction, therefore, is that investment in learning, and thus learning performance, will vary with individual life history strategy and the reproductive value of the learning outcome. We tested this idea in the context of social dominance in male laboratory mice, using a simple radial maze paradigm to compare the ability of high- and low-ranking male mice to track changing food location. We tested animals in randomly selected pairs before and after establishing aggressive rank relationships to distinguish intrinsic differences in learning ability from those attributable to acquiring high or low rank. There was no difference in learning between later dominants and subordinates prior to establishing rank relationships. After pairing, however, dominants showed a significantly greater percentage of correct responses, with the difference being greatest earlier in a sequence of trials. The percentage of correct responses also increased with the amount of aggression initiated during pairing. The results thus appeared to reflect a state-dependent change in learning associated with the aggressive social relationships formed during pairing.
|
|
|
|
Campbell, F. M., & Heyes, C. M. (2002). Rats smell: odour-mediated local enhancement, in a vertical movement two-action test. Anim. Behav., 63(6), 1055–1063.
Abstract: In two experiments, hungry rats, Rattus norvegicus, were present in one side of an operant chamber while a conspecific demonstrator in the adjacent compartment moved a single lever either up or down for a food reward. During a subsequent test session, in which these rats were allowed access to the lever for the first time, all responses were rewarded regardless of their direction. In experiment 1, rats that were prevented from observing the direction of lever movement by means of a screen showed a reliable demonstrator-consistent response bias, while rats that had observed the direction of lever movement and in addition had access to any odour cues deposited on the lever did not. In experiment 2, each rat observed another rat (the `viewed' demonstrator) moving a lever either up or down. They were then transferred into the test compartment of a different operant chamber in which another rat (the `box' demonstrator) had moved the lever in the same direction as the viewed demonstrator or in the opposite direction. These observer rats showed a reliable preference for their box demonstrator's direction, but responded in the opposite direction to their viewed demonstrator. Taken together, the results of these experiments suggest that directional responding by rats in a vertical movement two-action test is influenced by demonstrator-deposited odour cues in addition to visual experience of a demonstrator's behaviour. Furthermore, while odour-mediated local enhancement gave rise to demonstrator-consistent responding, visual observation of a conspecific appeared to have the reverse effect. Copyright 2002 The Association for the Study of Animal Behaviour. Published by Elsevier Science Ltd. All rights reserved.
|
|
|
|
Cloutier, S., Newberry, R. C., Honda, K., & Alldredge, J. R. (2002). Cannibalistic behaviour spread by social learning. Anim. Behav., 63(6), 1153–1162.
Abstract: We hypothesized that social learning is involved in the spread of cannibalism in domestic fowlGallus gallus domesticus . To investigate this hypothesis without harming birds, we used an inanimate chicken model as our cannibalism stimulus. We randomly assigned flocks of 12 White Leghorn pullets to one of two treatments: (1) flocks with two trained demonstrators (N=9) and (2) control flocks (N=8). Demonstrators were trained to pierce a membrane covering a dish of chicken blood and consume the blood. To assess the effect of access to the cannibalism stimulus during demonstrations, we randomly assigned observer pairs to one of two observer treatments: (1) observe stimulus through a wire mesh partition and (2) observe stimulus within the same enclosure. We conducted five 10-min demonstration sessions, each followed by a 10-min test of each observer pair in the absence of demonstrators, over a period of 15 days when the birds were 41-55 days of age, and two further tests at 63-64 and 91-92 days of age. Pairs that observed demonstrators piercing a membrane and consuming blood were more likely to perform this task when tested than control pairs. Learning of the task was enhanced by direct access to the cannibalism stimulus rather than observing it through a wire mesh partition. Blood consumption during tests was increased by direct access to the cannibalism stimulus during demonstration sessions. The birds made bigger holes in the membrane when tested after observing trained demonstrators and after having direct access to the stimulus. Our results provide the first experimental evidence that social learning can contribute to the spread of cannibalistic behaviour in domestic fowl. We suggest that stimulus enhancement and observational conditioning were the social-learning mechanisms involved. Copyright 2002 The Association for the Study of Animal Behaviour. Published by Elsevier Science Ltd. All rights reserved.
|
|
