Abstract: The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms 'positive' and 'negative' as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as 'addition' or 'subtraction' reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term 'conflict theory' be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education.

Abstract: Understanding the neural circuits underlying equine behaviour has the potential to help optimise strategies of husbandry and training. This review discusses two areas of neurophysiological research in a range of species and relates this information to the horse. The first discussion focuses on mechanisms of learning and motivation and assesses how this information can be applied to improve the training of the horse. The second concerns the identification of the equine neurophysiological phenotype, through behavioural and genetic probes, as a way of improving strategies for optimal equine husbandry and training success. The review finishes by identifying directions for future research with an emphasis on how neurophysiological systems (and thus behaviour) can be modified through strategic husbandry. This review highlights how a neurophysioloigical understanding of horse behaviour can play an important role in attaining the primary objectives of equitation science as well as improving the welfare of the horse.

Abstract: Dominance hierarchies in horses primarily influence priority access to limited resources of any kind, resulting in predictable contest outcomes that potentially minimize aggressive encounters and associated risk of injury. Levels of aggression in group-kept horses under domestic conditions have been reported to be higher than in their feral counterparts but can often be attributed to suboptimal management. Horse owners often express concerns about the risk of injuries occurring in group-kept horses, but these concerns have not been substantiated by empirical investigations. What has not yet been sufficiently addressed are human safety aspects related to approaching and handling group-kept horses. Given horse's natural tendency to synchronize activity to promote group cohesion, questions remain about how group dynamics influence human-horse interactions. Group dynamics influence a variety of management scenarios, ranging from taking a horse out of its social group to the prospect of humans mimicking the horse's social system by taking a putative leadership role and seeking after an alpha position in the dominance hierarchy to achieve compliance. Yet, there is considerable debate about whether the roles horses attain in their social group are of any relevance in their reactions to humans. This article reviews the empirical data on social dynamics in horses, focusing on dominance and leadership theories and the merits of incorporating those concepts into the human-horse context. This will provide a constructive framework for informed debate and valuable guidance for owners managing group-kept horses and for optimizing human-horse interactions.

Abstract: Non-human animals often produce different types of vocalisations in negative and positive contexts (i.e. different valence), similar to humans, in which crying is associated with negative emotions and laughter is associated with positive ones. However, some types of vocalisations (e.g. contact calls, human speech) can be produced in both negative and positive contexts, and changes in valence are only accompanied by slight structural differences. Although such acoustically graded signals associated with opposite valence have been highlighted in some species, it is not known if conspecifics discriminate them, and if contagion of emotional valence occurs as a result. We tested whether domestic horses perceive, and are affected by, the emotional valence of whinnies produced by both familiar and unfamiliar conspecifics. We measured physiological and behavioural reactions to whinnies recorded during emotionally negative (social separation) and positive (social reunion) situations.

Abstract: In the USA, each year, up to one billion birds are estimated to die from colliding with windowpanes (Sabo et al. 2016). A further 573,000 are struck down by wind turbines, along with 888,000 bats (Smallwood 2013). Worldwide, unintended capture in fishing devices is recognized as the single most serious global threat to migratory, long-lived marine taxa including turtles, birds, mammals and sharks (Wallace et al. 2013). Estimates put the number of amphibians killed per year on Australian roads at 5 million (Seiler 2003). The likelihood of a green turtle erroneously ingesting plastic debris, often by mistaking them for food, rose from 30% in 1985 to almost 50% in 2012 (Schuyler et al. 2013). Human-induced rapid environmental change (HIREC, sensu Sih et al. 2011) is filling animals’ environments with new threats which bear little or excessive similarity to those they have encountered in their evolutionary history (Dwernychuk and Boag 1972; Patten and Kelley 2010; Witherington 1997). As a consequence, many of the stimuli involved fall outside the adaptive processing space of animals’ evolutionary perceptual, learning, memory and decision-making systems, making individuals particularly vulnerable to their impact.