Jul 212012
 

A common criticism of those who train horses using positive reinforcement is that we are so busy discussing behavioural theory that we do not do anything practical with our horses, just a few “tricks”. Or that our training is so constrained by theory that there is no “feel”. Or that what little practical work we do with our horses takes so long it is not viable for most people. Or that we have dangerous horses who gallop into busy roads and leave us waiting desperately for them to stop so we can click and treat.

I’m not being facetious, I have been accused of all these things and I would argue that none of them is true. So what do we do with our horses?

Most of us learn to use positive reinforcement via clicker training. And when starting clicker training it is true that most of us start with simple targeting exercises that may be perceived as “just tricks” by the uninitiated. But targeting is considerably more than just a trick. It involves the horse spontaneously touching a novel object in order to earn a treat. The handler clicks at the exact moment the horse performs the correct behaviour and this helps the horse to understand which behaviour has earned the reward. In order to succeed, via a certain amount of trial and error, the horse must overcome any fear or wariness of the target, it must inhibit any other behaviours such as mugging or biting and it must make a choice to act autonomously. The horse also starts to associate us and our training with good things happening. So even in the early stages of clicker training, we are using the clicker to help the horse develop in confidence, self-control and personal growth, as well as potentially helping to improve our relationship. Not bad for a few minutes’ work.

A free-shaping session such as this (i.e. using pure positive reinforcement without cues or lures) can be particularly valuable for a horse who is reluctant to offer behaviours as a result of previous aversive training. It provides a safe environment where mistakes are tolerated and not corrected. The horse can learn to make choices, secure in the knowledge that there will be no negative consequence of choosing the wrong answer. Free-shaping can therefore be an extremely valuable tool in the rehabilitation of mistreated horses, with very strong analogies with human counselling. An acute level of “feel” is crucial, taking this approach well beyond the crude “stimulus-response” training of the 1950’s behaviourism movement.

But for the average horse-owner who is not trying to rehab a rescue case…..

Clicker training can be a great tool for solving minor problems. On one livery yard I had to take my horse across a dairy pasture in order to reach his field. All the horses would dive for the grass and we would struggle across, trying unsuccessfully to hold their heads up. I thought it would be a nice clicker exercise and used shaping to teach my horse that it was OK to graze when he heard the click. Initially I would click every couple of strides *well before* he tried to dive for the grass. He started to wait for the click because he knew he was then allowed to have grass. Gradually we increased the number of strides before the click. It wasn’t long before we could cross the dairy pasture before grazing – unlike all the other horses who continued to dive for the grass. I like this example as it illustrates nicely that, although clicker training and shaping may initially appear to be long-winded, they actually save time and solve problems more quickly in the long-term because we are appealing to the horse’s choices rather than fighting them.

Some clicker trainers choose to have a clicker with them at all times so as to “capture” any behaviour they like at any time. Thus clicker training can be used alongside any general handling or riding that people do. For various reasons (and a whole new article in itself), I prefer to reserve clicker training for well-defined clicker sessions but those sessions might specifically be for teaching behaviours such as picking up feet, loading, leading, standing still or learning to move away from light physical pressure. Most commonly I use clicker training for free-shaping over, under, through or around obstacles, picking up a toy or pushing a football for increasing confidence, patience and enhancing a relationship based on mutual trust and choice. I also use it as a way to give my horse scratches on his itchy spots without him demanding too “emphatically” – he will spontaneously back away from me to “ask” for a scratch which is much safer than his previous barging.

Perhaps another key point is not so much what I do as what I do not do. I try to be aware of any inadvertent reinforcement I might be giving my horse which encourages him to behave in ways I see as undesirable. I take note of any behaviours he gives me and, instead of trying to stop them happening, I try to ignore them* and learn the circumstances under which they arise. This takes me to the root cause of the behaviours and so I can remove the cause, rather than worry about the behaviour which typically then disappears of its own accord. Ignoring unwanted behaviours is an essential part of training with positive reinforcement and is perhaps one we tend to over-look when we are thinking about “what to train”. Learning to just sit and observe is difficult, particularly if we perceive that our safety is at risk, but the more I trust in the horse’s innate cooperative nature, the more I can avoid confrontation, increasing both our safety and our mutual trust yet further.

When not engaging in a clicker session I am happy to use mild pressure to make requests of my horse, particularly when riding. But that does not stop me from using the basic principles of learning theory – I am careful to release pressure with good timing and I try to keep the pressure constant so that the horse has a chance to learn how to release it. And, perhaps most crucially, I continue to use shaping. Shaping – i.e. the breaking down of any task into its tiniest component steps – is arguably the factor that is the difference between keeping safe and becoming a liability. If I do not want to exert excessive pressure on my horse in order to keep us safe then I need to have completed sufficient early training that excessive pressure would never be required. It is shaping that almost guarantees that we will not have a dangerous horse who gallops into traffic because we would have never put him in a situation like that – we would have devised a shaping plan with an end goal of “riding safely in traffic” and broken the task into many training steps. There may be the odd rare occasion for which we cannot prepare, but the more we use shaping and a non-confrontational approach, the less we find that our safety is compromised.

(* it may sometimes be necessary to extract myself as quickly and as safely as possible, perhaps resorting to aversives if need be – but this would be a one-off situation into which I would avoid getting again without additional prior shaping/training)

Jul 012012
 

Welcome to my round up of some of the latest releases in equine science. These scientific equine papers have provided some interesting information sure to spark debate and inform our equine management and training practises; including a most important paper which provides evidence that horses ridden in hyperflexion may experience difficulty breathing because of airway obstruction.

Factors in Horse Training

Does learning performance in horses relate to fearfulness, baseline stress hormone, and social rank?

By Janne Winther, Line Christensen Peerstrup Ahrendt, Randi Lintrup, Charlotte Gaillard, Rupert Palme, Jens Malmkvist

“The ability of horses to learn and remember new tasks is fundamentally important for their use by humans. Fearfulness may, however, interfere with learning, because stimuli in the environment can overshadow signals from the rider or handler. In addition, prolonged high levels of stress hormones can affect neurons within the hippocampus; a brain region central to learning and memory. In a series of experiments, we aimed to investigate the link between performance in two learning tests, the baseline level of stress hormones, measured as faecal cortisol metabolites (FCM), fearfulness, and social rank. Twenty-five geldings (2 or 3 years old) pastured in one group were included in the study. The learning tests were performed by professional trainers and included a number of predefined stages during which the horses were gradually trained to perform exercises, using either negative (NR) or positive reinforcement (PR). Each of the learning tests lasted 3 days; 7min/horse/day. The NR test was repeated in a novel environment. Performance, measured as final stage in the training programme, and heart rate (HR) were recorded. Faeces were collected on four separate days where the horses had been undisturbed at pasture for 48h. Social rank was determined through observations of social interactions during feeding. The fear test was a novel object test during which behaviour and HR were recorded.

Performance in the NR and PR learning tests did not correlate. In the NR test, there was a significant, negative correlation between performance and HR in the novel environment (rS=−0.66, P<0.001, i.e. nervous horses had reduced performance), whereas there was no such correlation in the home environment (both NR and PR). Behavioural reactions in the fear test correlated significantly with performance in the NR test in the novel environment (e.g. object alertness and final stage: rS=−0.43, P=0.04), suggesting that performance under unfamiliar, stressful conditions may be predicted by behavioural responses in a fear test. There was a negative correlation between social rank and baseline stress hormones (rS=−0.43, P=0.04), i.e. high rank corresponded to low FCM concentrations, whereas neither rank nor FCM correlated with fearfulness or learning performance. We conclude that performance under stressful conditions is affected by activation of the sympathetic nervous system during training and related to behavioural responses in a standardised fear test. Learning performance in the home environment, however, appears unrelated to fearfulness, social rank and baseline FCM levels.”

http://www.journals.elsevierhealth.com/periodicals/applan/article/S0168-1591(12)00168-2/abstract

Equine Welfare

Effect of head and neck position on intrathoracic pressure and arterial blood gas values in Dutch Warmblood riding horses during moderate exercise.

By Sleutjens J, Smiet E, van Weeren R, van der Kolk J, Back W, Wijnberg ID.

“OBJECTIVE:To evaluate the effect of various head and neck positions on intrathoracic pressure and arterial oxygenation during exercise in horses.

ANIMALS:7 healthy Dutch Warmblood riding horses.

PROCEDURES:The horses were evaluated with the head and neck in the following predefined positions: position 1, free and unrestrained; position 2, neck raised with the bridge of the nose aligned vertically; position 4, neck lowered and extremely flexed with the nose pointing toward the pectoral muscles; position 5, neck raised and extended with the bridge of the nose in front of a vertical line perpendicular to the ground surface; and position 7, neck lowered and flexed with the nose pointing towards the carpus. The standard exercise protocol consisted of trotting for 10 minutes, cantering for 4 minutes, trotting again for 5 minutes, and walking for 5 minutes. An esophageal balloon catheter was used to indirectly measure intrathoracic pressure. Arterial blood samples were obtained for measurement of Pao(2), Paco(2), and arterial oxygen saturation.

RESULTS:Compared with when horses were in the unrestrained position, inspiratory intrathoracic pressure became more negative during the first trot (all positions), canter and second trot (position 4), and walk (positions 4 and 5). Compared with when horses were in position 1, intrathoracic pressure difference increased in positions 4, 2, 7, and 5; Pao(2) increased in position 5; and arterial oxygen saturation increased in positions 4 and 7.

CONCLUSIONS AND CLINICAL RELEVANCE:Position 4 was particularly influential on intrathoracic pressure during exercise in horses. The effects detected may have been caused by a dynamic upper airway obstruction and may be more profound in horses with upper airway disease.”

http://www.ncbi.nlm.nih.gov/pubmed/22452499

More information on the above paper can be found at http://www.thehorse.com/ViewArticle.aspx?ID=20201

On the significance of adult play: what does social play tell us about adult horse welfare?

By Martine Hausberger, Carole Fureix, Marie Bourjade, Sabine Wessel-Robert and Marie-Annick Richard-Yris

“Play remains a mystery and adult play even more so. More typical of young stages in healthy individuals, it occurs rarely at adult stages but then more often in captive/domestic animals, which can imply spatial, social and/or feeding deprivations or restrictions that are challenging to welfare, than in animals living in natural conditions. Here, we tested the hypothesis that adult play may reflect altered welfare states and chronic stress in horses, in which, as in several species, play rarely occurs at adult stages in natural conditions. We observed the behaviour (in particular, social play) of riding school horses during occasional outings in a paddock and measured several stress indicators when these horses were in their individual home boxes. Our results revealed that (1) the number of horses and rates of adult play appeared very high compared to field report data and (2) most stress indicators measured differed between ‘players’ and ‘non-players’, revealing that most ‘playful’ animals were suffering from more chronic stress than ‘non-playful’ horses. Frequency of play behaviour correlated with a score of chronic stress. This first discovery of a relationship between adult play and altered welfare opens new lines of research that certainly deserves comparative studies in a variety of species.”

http://www.springerlink.com/content/a773802p37590541/

Training the Ridden Horse

Horse walker use in dressage horses

By T.J. Walker, S.N. Collins and R.C. Murray

“Horse walkers have become popular in the modern exercise regime for dressage horses, however recent investigations of injury risk factors have indicated a significant association between horse walker use and lameness. A detailed telephone questionnaire was conducted to document horse walker usage and assess whether horse walker use could predispose dressage horses to lameness. Information on horse walker features and use, and individual horse lameness history was recorded. Chi-squared tests were performed to identify horse walker variables associated with lameness. Although analyses failed to establish a direct link between lameness and any specific horse walker feature, the high proportion of lame horses in this study suggests that there is an underlying and, as yet, unidentified cause of lameness related to horse walker usage.”

http://wageningenacademic.metapress.com/content/j3q3511435340324/

The effect of double bridles and jaw-clamping crank nosebands on temperature of eyes and facial skin of horses

By Paul McGreevy, Amanda Warren-Smith and Yann Guisard

“Any apparatus that restricts a horse’s movement can compromise welfare. Eye temperature as measured remotely using infrared thermography is emerging as a correlate of salivary cortisol concentrations in horses. This article explores the effect on the temperature of the eyes and facial skin of horses wearing devices that restrict jaw movements. In certain equestrian disciplines, unacceptable equine oral activity, such as gaping of the mouth, is penalized because it reflects poor training and lack of compliance. This explains the wide range of nosebands and flash straps designed to prevent the mouth opening. Some of these nosebands are banned from higher-level dressage competitions in which double bridles are mandatory, possibly because they are regarded as restrictive. Nevertheless, the current international rules overlook the possibility that noseband can appear innocuous even though some designs, such as the so-called crank noseband, can be ratcheted shut to clamp the jaws together. Some equestrian manuals and competition rule books propose that “two-fingers” be used as a spacer to guard against overtightening of nosebands but fail to specify where this gauge should be applied. The vagueness of this directive prompted us to undertake a small random survey of the finger dimensions of adult men (n = 10) and women (n = 10). There were significant sex differences in the measurements of fingers of adults (P < 0.001), thus illustrating that the “two-finger rule” is not a reliable guide for standardized noseband fastening. Infrared thermography was used to measure the temperature of facial skin and eyes of adult horses (n = 5) wearing a double bridle with and without a cavesson noseband.

A taper gauge was developed based on the mean circumference of adult index and middle fingers (9.89 ± 0.21 cm), and this was used as a spacer at the nasal planum or beside the mandible when tightening the noseband. The nosebands were fastened significantly tighter when the taper gauge was used beside the mandible than at the nasal planum (P = 0.02). Wearing double bridles and nosebands that had been tightened with and without the taper gauge caused an increase in eye temperature compared with baseline values (P = 0.012), and the tighter the noseband was fastened, the cooler the facial skin of the horse (and, presumably, the greater the impairment of vascular perfusion) when compared with baseline values (P = 0.016). This study suggests that horses wearing double bridles and tight nosebands undergo a physiological stress response and may have compromised vascular perfusion. Consequently, on welfare grounds, the use of nosebands that cause any constriction of jaw movement should be reviewed as soon as possible.”

http://www.journalvetbehavior.com/article/S1558-7878(11)00143-2/abstract

Pilot study of behavior responses in young riding horses using 2 methods of making transitions from trot to walk

By Agneta Egenvalla, Marie Eisersiöb and Lars Roepstorffc

“According to the principles of negative reinforcement, when an aid has been given to an animal, it should be released as soon as the desired response has been achieved, and, if performed well, may be associated with fewer conflict behaviors than otherwise. In riding, pressure in the horse’s mouth from the bit is used to give signals to the horse, and both rein tension and patterns of releasing this tension will vary. The aim of this pilot study was to study horse behavior during 2 different methodologies used to shape relatively naïve horses to a deceleration signal while making downward transitions from trot to walk. Method 1 involved relief from rein tension at the first attempt to perform a correct response (M1), and method 2 entailed that rein tension was relieved at the completed correct response (M2). Four horses were ridden by 4 riders over 4 days (1 rider each day), and each horse made 10 transitions each day for each method, which produced 320 transitions. Rein tension was recorded, and horse behavior and rider signal behaviors were evaluated from video recordings. Horse behavior was divided into the following 3 different categories: “pushing against the bit,” “moving away from the bit,” and “decelerating.” Linear models were constructed tracking the percent of the transition time that horses demonstrated at least 1 behavior in the “pushing against the bit,” “moving away from the bit,” and “decelerating” categories, and with random effects for rider, horse, and transition number nested within horse. Fixed effects analyzed were the methods, proportion of the transition time above 30 N for each rein, and the rider signal behaviors. M1 and M2 had on average 19% (standard deviation: 16) and 38% (standard deviation: 23) of the time with >30 N per rein, respectively. In the models for the “pushing against the bit” behaviors, M2 increased rein tension and “exerting pressure on the reins” increased the level of these behaviors. “Releasing pressure” interacted with “pulling back on the reins”; this combination was associated with an increased level of “pushing against the bit” behaviors. The “decelerating” behavior was associated with lower rein tension. In the “decelerating” behavior models, “pulling back on the reins” led to decreased “decelerating” behavior, whereas “still hand” and “releasing pressure” led to increased “decelerating” behavior; however, the interaction “pulling back on the reins” and “releasing pressure” led to decreased “decelerating” behavior. “Moving away from the bit” had no significant determinants. We concluded that fewer “pushing against the bit” behaviors were created by M1 and that a lower rein tension was associated with the “decelerating” behavior. Reinforcing the horse’s attempts, to assist in finding the correct response, benefits the welfare of the horse, and importance of a light hand should be continuously emphasized during riding education.”

http://www.sciencedirect.com/science/article/pii/S1558787811001481

Equipment and training risk factors associated with ridden behaviour problems in UK leisure horses

By Jo Hockenhull and Emma Creighton

“Ridden behaviour problems are prevalent in the UK leisure horse population and may have implications for horse welfare and rider safety. This study aimed to identify risk factors associated with ridden behaviour problems in UK leisure horses from the training approaches and equipment used with them. An Internet survey was used to collect data on 1326 horses from a convenience sample of leisure horse owners. The survey asked owners to report the frequency their horses displayed fifteen ridden behaviour problems over the previous week. Data on the frequency of occurrence of behaviour in four components of related ridden behaviour problems were explored for association with details of the horse’s working life, including the type of tack, equipment and training used, and the frequency the professional services of saddlers and farriers were employed using logistic regression analyses. Behaviour data were generated for 791 individual horses. Risk factors associated with the ridden behaviour problems emerged as three themes. One related to the design and fit of the saddle, with dressage and working hunter saddles associated with a reduced risk of ridden behaviour problems compared to general purpose saddles. The horse’s footcare and shoeing regime was associated with three of the four groups of behaviour problems. An extended interval (seven weeks or more) between farrier visits was associated with an increased risk of discomfort behaviour. Taking an outcome-centred approach to training, for example through the use of artificial training aids, was associated with an increased risk of behaviour problems while spending more time with the horse outside of training situations, a more horse-centred approach, was associated with a reduced risk of problems. Further research is required to understand the causal relationships behind these associations, with the aim of improving the welfare of the horse and the well-being and safety of its rider.”

http://www.journals.elsevierhealth.com/periodicals/applan/article/S0168-1591(12)00020-2/abstract

I hope you enjoy this collection of abstracts as much as I did. If you have a question about any of the abstracts or the terminology used, please feel free to leave a comment or email me and I will happily answer your questions.

Emma Lethbridge

(Emma@theequineindependent.com or E.M.Lethbridge@shu.ac.uk)

Jun 252012
 

As an equine behaviourist one of the common reasons people contact me for help is separation anxiety – their horse isn’t coping when taken away from other horses or when left alone. Sometimes horses form such a strong bond or attachment to a particular equine friend that even if other horses are present they can’t cope with being apart. When owners want to ride or bring their horse in from the field at different times it can be very stressful for both horse and owner – some of my clients have had to arrange elaborate yard rules for turning in and out to avoid horses jumping fences, vocalising, or cantering up and down the fence-line. I have even had cases when horses have developed the dangerous habit of jumping out of their stables to avoid being left alone when the other horses in their yard are turned out before them. Some people are turning towards individual turnout systems to prevent separation anxiety from developing but I argue that this is like throwing the baby out with the bath water…. there is no need to deny horses a social life – they can learn to be alone at times.

Why do horses not like to be alone?

Horses are social herd animals. Naturally, during the first four weeks of a horse’s life, foals associate mainly with their mothers but after their first month they spend more time with other foals of a similar age. Foals play and mutually groom together and partly because these two activities work best in pairs, they tend to pair up and form close friendships.

Horses living in stable herds usually choose a partner that is the same age, sex and size as themselves but if this is not possible they will form a relationship with any horse available – and if no horses are available they sometimes become attached to other animals – such as goats or donkeys. In the domestic setting it is positive when two horses form a strong bond because social interaction is important for their well-being. I would not recommend separating horses who are attached to each other in an attempt to ‘prevent’ separation anxiety, we just need to teach them to cope with being apart at times.

Horses have a priority of needs and if they do not feel safe they are unable to perform other aspects of their ethogram (repertoire of natural behaviours such as eating, drinking, exploring etc) and are unable to respond to training. This means that if a horse doesn’t feel safe without other horses present he will be unable to perform other behaviours, such as grazing (in the same way that we might find it difficult to eat when we are worried about something, or find it difficult to sleep after watching a scary movie). This is why having access to hay in the stable, or grass in a field, is not enough to distract a horse that has ‘separation anxiety’.

The solution…

Sadly some of the ways that people try to address separation anxiety instead make it worse. There is a growing tendency for yards to offer ‘individual turnout’ as a selling point. The main rationalisation is that this will cause fewer injuries from horses kicking and biting each other (avoidable if horses are introduced to each other appropriately and if there are enough resources so that the horses do not need to compete for them), but often individual turnout is also said to avoid problems with horses forming strong bonds and thus avoiding separation anxiety. How sad – not being allowed to make friends and do all the things that horses should do when hanging out together to avoid the possibility that the friendship will be so important to them that they will fret when they are separated! There is a better way – we can help the horse to have the confidence to be relaxed in the field, stable or yard when alone or away from other horses or their close friends.

This is a gradual process consisting of five main aspects:

* Removing the predictors of anxiety by changing the pattern of events leading to separation from the other horses. For example, it is important to identify the point at which the horse becomes anxious. If it is when a head collar is brought into the field to catch the horse’s friend we need to break the association of the head collar being a predictor of being separated by repeatedly putting the head collar on and taking it off but not resulting in separation.

* Very gradually building-up of time away from the other horses; starting from just a few metres away from the other horses for just a few minutes and building up the time and distance gradually (the time-frame will depend on the individual horse).

* Making the time alone pleasurable so that the horse learns to associate being away from other horses with positive experiences. This might include being fed, or groomed, or trained using reward-based training methods.

* Ensuring that the horse doesn’t have any bad experiences when away from other horses as this could reinforce the fear and anxiety of being alone.

* Building up the horse’s confidence in people so that he can draw some reassurance from people and not just other horses.

It is important to be able to read your horse’s body language to be aware of the point at which he is first becoming anxious so that you don’t expect too much too soon. Early signs of anxiety in horses are triangulation of the eye, muscle tension, tail swishing and displacement behaviours such as pawing the ground.

The process of teaching a behaviour gradually is called ‘shaping’ – we think about all the small stages, or steps of a ladder, that must be done on the way to the desired behaviour (being alone without being anxious). Thus, if a horse becomes anxious when he is removed from a field on his own, steps might include being caught and groomed in the field before being released again, then being caught and taking some steps to the gate before being released again, then being caught and going through the gate before turning around and being turned out etc. building up gradually to being taken further away from the herd for longer. Note that a step from being led away from the herd but in sight of the herd to turning a corner so that he can’t see other horses is a significant step. Each step should not be repeated in sequence, rather, when the horse has completed a few ‘steps’ they should be mixed up so that sometimes less is asked, sometimes more. If you need to help your horse to be able to cope with being alone a qualified behaviourist will be able to help you design appropriate steps in the process for your horse taking into consideration the set-up of your yard and other practicalities.

It might sound like a drawn out process but if done properly horses can learn very quickly that being alone at times is a positive experience – and surely better than resorting to individual turnout.

These videos from YouTube show the classic signs of a stressed horse due to their companion being out on a ride while they are left in the field alone.

1. http://www.youtube.com/watch?v=qXrHtIAp154
2. http://www.youtube.com/watch?v=Q1on309QhJk

(www.learningaboutanimals.co.uk)

Jun 182012
 

For those embarking on training their horses and wishing to use mostly or completely training which is based in positive reinforcement, the problem of how to encourage the behaviours they want to train to occur, so that they may be rewarded and propagated, is often encoutered. In conventional training desired behaviours are often encouraged through the use of pressure and there is the misconception that only free-shaping is available to those who practise positive reinforcement training. In free-shaping the trainer waits for the horse to perform the desired behaviour and then rewards its presentation. However, there are methods which can be used to encourage behaviour without the use of pressure or, indeed, waiting for the behaviour to occur of its own volition.

Targeting is the most popular positive method of encouraging wanted behaviour in the horse. For the purpose of targeting the horse is taught, using clicker training or another positive reinforcement method, to go to or follow a target object on command. This can be a static marker or a movable object. Once trained, the horse can easily learn to perform new and/or wanted behaviours by following the target. Full guides on how to teach targeting can be found in most clicker training books and my own book (http://www.amazon.co.uk/Knowing-Your-Horse-Learning-Behaviour/dp/1405191643/ref=sr_1_1?ie=UTF8&qid=1339968870&sr=8-1).

Teaching your horse to target can be invaluable for training both basic and complex behaviours; really the only limitation to training is the imagination of the trainer. Once the wanted behaviour is reliably occurring in response to the target, it can be put on an appropriate cue and the target is gradually removed over a short period of time. A common misconception in clicker training is that the target remains as part of the trained behaviour forever; however, this does not represent the goal of target training.

Some common applications of targeting training in horse training include:

Leading, head-lowering, staying in a desired location, basic safety behaviours (e.g. backing and coming on cue), head collar/bridling routines, mounting/dismounting, spook busting, teaching lungeing, and loading into trailers or horse boxes.

Target training has also been studied scientifically, and been observed to be an effective method of horse training. The links below describe research which investigated training horses to load using targeting.

http://www.univet.hu/users/knagy/Irodalomjegyz%E9k/Hendriksen%202011%20postive%20negative%20reinforcement.pdf

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284337/

http://www.ncbi.nlm.nih.gov/pubmed/21310219

The second most popular method of positively encouraging the horse to present a wanted behaviour is ‘lure and reward’. The term ‘lure’ can often put people off due to negative associations with the word; a better name for this technique is possibly ‘guide and reward’. At its core the method is very similar to the previously describe target training, the horse follows a food guide, thereby performing a desired behaviour and receiving reward. Most trainers reward from a treat held in the other hand. Obviously doing this training with horses who have not yet learnt not to mug is unwise. However, other than this caveat, the training can be very effective and enjoyable for both horse and trainer. Again, once the horse is reliably performing the behaviour with the target a cue is given and the guide gradually removed. The guide should not be the cue. This process should not take longer than a few sessions, especially for a basic behaviour. Interestingly, this is one of the most commonly used training methods employed by respected dog trainers. Again comprehensive instructions on how to successful use this method with your horse can be found on the internet or in appropriate books.

Finally, using a cue to mean ‘well done, keep going’ as well as a separate ‘good, finish’ cue, can be useful for encouraging the expression of new desired behaviours. How you apply this in training will depend on the individual preferences of the trainer and the previously employed method of positive training. Personally, I like to use to different sounding clicks, which I make with my mouth rather than a clicker, but this is not the only possible method of application. One click sound means ‘continue as you are’, the other communicates ‘finish’. This allows me a more elegant flow of communication to the horse, as well as an active means of encouraging the horse to perform a wanted behaviour in a positive manner. Once the horse has performed the desired behaviour, they may be given the finish signal to indicate they did well and to rest and wait for reward (particular useful if the horse is at a distance from the handler).

If you would like more information on these training techniques briefly discussed here, please feel free to comment or message me at my email address (Emma@theequineindependent.com or E.M.Lethbridge@shu.ac.uk).

Dec 132011
 


Despite many people using clicker training successfully on the ground with horses, people often feel confused by how how to apply it once on-board. I’ve tried a bit of ridden clicker in the past so thought I would share my thoughts and experiences. For me it is all down to two issues – exactly what I want to be rewarding and exactly why I want to be rewarding it. How to do it then rather falls into place a bit more just by using the same principles that we would use for CT on the ground.

So starting with what to reward…..

Firstly you can reward in a very general sense. You ride normally with the usual sort of mild -R that includes various cues and releases (if you’re doing it well, anyhow) and then click and treat periodically if you find the general effect pleasing. There are plenty of people who do this and claim that the clicker adds something to the training. I suspect that it does in some cases but only in the sense that the horse gets a bit of a break and a bit of nice experience and so gets a generally positive association with the session. That’s all a good thing but it doesn’t aid the learning very much because the click isn’t actually being paired with a specific behaviour. The potential pit-fall is that some horses will get very worried about trying to work out what behaviour they are being rewarded for and will lose that sense of positive association. Obviously if the pressure used is perceived by the horse to be quite aversive then that too will undermine the limited positive benefits of the rewards. For me, this approach isn’t actually clicker training because there are crucial elements missing – learning, choice, a genuine tapping of the brain circuits that govern learning via positive reinforcement and release dopamine….. So it’s not something I ever do and can’t see that changing…… (But never say never and all that!)

So alternatively we can reward something more specifically, still within a “normal” -R-based riding session. You still have the “generally positive” associations for the horse but with the added benefit that the click is being paired with a particular behaviour that you have chosen to work on. You use shaping in the normal way and the horse has the opportunity to learn the new behaviour, or refinement of an existing behaviour. You still don’t get the element of choice in your training and I would say it’s debatable how much the horse really feels positively reinforced when it is part of a schooling session in which the horse has not necessarily chosen to participate. But it’s a good way of marking exactly what you want so you give the horse a good opportunity to get the right answer quickly, rather than having to work out by more aversive-based techniques. Of course, you can still have a horse who is worried about getting the right answer because of the way you are combining +R and -R – how is the horse supposed to know when he is expected to offer behaviours and when he is supposed to follow cues? But if the pressure is minor (and always was minor, I don’t mean starting big and then scaled down so that the high-pressure stuff is always lurking there as a threat…..) then most horses should be able to cope. I’ve used this sort of approach a couple of times with my horse. Once I was trying to get him to speed up a bit instead of our slow dawdly sort of plod which can sometimes take forever to get anywhere. I confused the hell out of him and ended up with tiny steps instead. I was interfering with his natural rhythm and (in hindsight) actually what he needed was regular osteopathy and the freedom to just get on with it instead of being micro-managed. The other times I tried it was out hacking when he would dive for he hedgerow so much we took forever to get anywhere (can you see a pattern emerging…….??! It’s always down to the impatient human, isn’t it?!). I would click after a random number of steps, aiming to get him to eat after a click rather than when it suited him. We’d had a really successful time of doing this in-hand, going across a dairy pasture so I figured I could do it on-board. The main difficulty I had was that hedgerows are not all the same the way a dairy field is. I would click at the wrong moments because he wouldn’t want to eat whatever plant was there and he would continue to dive for the plants he wanted, click or no click. Again, I found we were more successful when I just gave up the micro-management and accepted that if I’m going to ride in a bitless bridle (and with half-rubbered reins with the rubber all wearing off so I have NO grip!) then I should take what I get. I probably just need some different reins…..

Finally there is the approach where you do the CT properly. You start from scratch and free-shape everything. This might involve following another horse so you can elicit the movement easily or you might use targets or you might genuinely free-shape it and wait for the movement to shape. Then you could incorporate something like David Dodwell’s Horse Morse Code where you have a clearly-defined set of cues to pair with the behaviours you have shaped. The more complicated the cues/behaviours the more you might be tempted to revert back to including a bit of -R to help clarify what you want, so if you want to stick to free-shaping you would need lots of imagination and lateral thinking to make it work. I took this approach with Jak for a while. We’d done loads of conventional dressage in the name of trying to keep him supple and hold off his arthritis. It made him miserable which was why I started looking at +R in the first place. So I started thinking how I wanted to start again and free-shape things. I didn’t really have anyone to do this with so didn’t have the option of following another horse (probably how I would want to do this with a new youngster or abused horses etc) so the way I tried was to elicit forwards motion on the ground by using a series of targets (upturned flower-pots) and then planned to extend this to on-board. It worked at walk but when trying it at trot I only ever seemed to succeed in annoying him. So I tried just sitting on him and aiming to capture forwards motion. There was a hilarious workshop when it tipped it down with rain and I spent 15 minutes or so sitting on Jak, everyone soaked and Jak immobile. There was absolutely nothing we couldshape into ridden CT work.

So this all really got me back to why I wanted to do it. By this point, when I took Jak out for a hack he would be enthusiastic, supple, fun and clearly not phased by my occasional use of pressure. I wanted to retrain dressage for his benefit but we’d kind of moved beyond that point. The hacking we do had him moving much more freely than the dressage ever did because he was much more enthusiastic and self-motivated. Treats weren’t going to change that. I could eventually see that the free-shaping dressage was a great clicker challenge for me and I wanted to do it for me. One day with another horse I may still do it but just getting on with it and having fun is right for Jak now.

CT for me is no longer about feeling I have to train everything with CT to make everything positive. It is more about doing enough CT and free-shaping that he can retain his sense of choice and autonomy that it is no big deal when I haul his head out of the hedgerow, or any of the other occasions when I resort to pressure. Most of our rides are just point-and-go, rather than planned training sessions. I prefer to retain CT for free-shaping stuff that doesn’t matter to me so he can have absolute choice in whether to participate. Anything else I feel dilutes the power of CT. But these thoughts are purely where I am with Jak today. Another day, another horse I may think differently and I think this flexible thinking is really crucial to these sort of discussions so people don’t feel there is a set way of doing things. A clicker is only a communication tool, you could use it to mean a smack is coming (please don’t!). Its use with horses is still relatively recent and we are all still exploring.

Nov 112011
 

In my work as an equine behaviourist I am often asked if it is ‘bad’ when a horse does certain behaviours such as licking and chewing, yawning or pawing the ground. Owners know that such behaviours can be a sign of stress, anxiety, frustration or fear and quite rightly worry about them. My answer is inevitably ‘it depends’ followed by many questions. This reflects the exciting and occasionally frustrating thing about studying animal behaviour – it can be complex and difficult to work out why animals do the things they do.

In general, you can’t take a single behaviour in isolation and say for sure what is happening. For example, a horse pawing the ground might be due to frustration or confusion during training, at feeding time or when tied up but horses might also paw the ground when exploring, grazing, clearing snow, if irritated by mites or in some play patterns/communication with other horses.

To help us consider whether an animal is behaving in a normal or abnormal way, or if they are showing a behaviour due to stress or a different reason we need to ask lots of questions and to consider the behaviour in context. Would a horse do this behaviour in the wild? In what situation? Is the behaviour we are seeing out of context or in context? Is the intensity/frequency of the behaviour normal? Is the behaviour a learnt behaviour? What is maintaining the behaviour? For example, a horse eating some wood is normal, around 10% of their diet is browsing on bushes and trees, but eating their way through a stable or tree would indicate some behavioural issues. Swishing the tail might be in response to irritation from flies, or a warning that you are getting too close.

We must appreciate that a snap-shot of behaviour is not enough to make statements or conclusions from – only comments and suggestions of what the motivation might be and what the animal might be thinking/feeling. However, the more we learn about species-specific behaviour, the more educated our questions will be, the better we will be able to interpret the answers and ultimately the better we will be able to understand animals.

With the increasing number of different training methods this is now more important than ever. Until there is a better understanding of how to interpret equine behaviour and body language people won’t be able to assess whether the way they manage their horse is meeting his/her needs (one of the first things to consider before training a horse or trying to solve a behaviour problem) or which training methods are more ethical and which should be avoided and thus make informed choices. I feel that more emphasis on learning and applying what is known about animals before ‘following’ a trainer would greatly help the horses who share their lives with us.

By Suzanne Rogers, Learning about Animals (www.learningaboutanimals.co.uk)

(P.s. Learning About Animals has so great events and courses coming up so make sure you check them out. Emma

“EVENTS LIST

HORSES:  Series of six evening classes in equine behaviour
Six evenings every Thursday from January 19th – 1st March 2012
Held at the Holistic Horse and Pony Centre in East Horsely, Surrey. 7.30-10pm. More details coming soon. Limited places so early booking recommended or contact me to express an interest before the full details go out.

First Aid for Dogs: course with Claire Hemmings
Saturday 25th February 2012
£40 for the four-hour course. Details. Taking bookings now.

RABBITS: Rabbit behaviour day
Sunday 26th February 2012
A whole day dedicated to rabbits. Covering rabbit behaviour, body language and communication, how to have a happy rabbit, how rabbits learn and how behaviour problems can develop.
£20 for the day; £15 for members. Details. Taking bookings now.

DOGS: The Holistic Nature of Canine Behaviour Problems with David Ryan
Saturday 24th March 2012
This one-day seminar explores the nature of dogs, how they maintain emotional equilibrium, why they fall into problem behaviours and the principles behind some simple solutions. Includes case studies, anecdotes and the opportunity for audience discussion.
£45; £33.75 for members. Details Taking bookings now.

HORSES: Exploring the latest findings in equine cognition
31st March 2012
Morning lecture with equine scientist Leanne Proops; £15, £11.25 formembers. Details) Taking bookings now.”)

Oct 172011
 

Over the years many horse owners have said to me ‘why does my horse seem to learn things over night and perform better the next day?’ Well that’s because your horse really does learn over night through a process called latent learning. Latent learning is really interesting! It is a psychological phenomena whereby information is better recalled 12 – 24 hours later than at the time of learning without further reinforcement. So if your horse, or indeed you, learn a new piece of information, over night your brain will consolidated the short term memories into long term ones and you will better be able to recall this information. Memory consolidation is also thought to be a key function of sleep, sleep thus aids learning, which is why it is not a good idea to stay up the night before an exam cramming information. The recall of this information will not be as good as if it had been learnt a night or so before. With regards to latent learning mammal brains behave in very similar ways, so you and your horse will have this learning process in common.

The science bit. Neurologically latent learning is thought to occur because neurons in the brain require time in order to create connections, or strengthen present ones, which encode the new information. The creation of connections in the brain is how we learn new information. For information to be transferred to long term memory from the short term memory engaged at the time of learning, something called Long Term Potentiation (LTP) needs to occur within Hebbian learning. Bare with me! Hebbian learning can be simply defined as the formation of new neural connections in response to new information to encode memory. These new connections require LTP to form a strong connections between neurons at the cellular level. LTP is how the neuron cells in the brain stregthen their connections.

The brain comunicates messages from cell to cell through the use of chemical messengers known as neurotransmitters. LTP is the formation of new neurotransmitter receptors which responds to the neurotransmitters release by connecting cells. The more receptors there are at the connection the stronger the response of the neuron cell will be. Stronger connections mean more effective consolidation of memories from short term to long term memory and thus better learning. For the protein necessary for LTP to be synthesised takes up to 24 hours and is aided by sleep. After 24 hours your horse will have a consolidated long term memory of their training.

(Interestingly, it is also theorised that the forgetting of information is caused by the weakening of neuron connections, known as long term depression.)

At the level of training this means that after you have achieved a reasonably high correct response rate in your horse, even if this has taken only a short amount of time, there is no point in continuing to drill the horse as LTP will still require time to convert the information into long term memories. Letting the horse ‘sleep on it’ is really the best thing you can do, because until the horse has had time to form the new neural connections and possibly strengthen old ones the horse can not perform at a higher level, even if the trainer drills them. In fact, if the trainer continues to drill the horse the horse may become bored or tired which would have the opposite of the desired effect. Not only will the horse be unable to produce a better response but, in addition, the horse may become bored or tired and thus have negative memories of the training. However, if the horse is allow to rest after the trainer has acheived a desirable correct response rate, the horse will be better able to perform the trained behaviour after this time as the new information will be encoded through enhanced connections in brain. Allowing time for latent learning to occur will mean that the horse will be more able to provide the correct response reliably during subsequent training sessions.

For example – You are training a new behaviour, say training your horse to perform a basic turn-on-the-forehand. After 15-20 min your horse is producing turn on the forehand steps on cue 8 or 9 times out of ten. Rather than continuing to drill the horse in turn on the forehand for an hour and maybe getting a 9 out of 10 correct response ratio, not to mention a very fed up horse, it would be best to reward the horse greatly for their correct response and end the session or move on to a different activity. The next day the horse will have consolidated the turn-on-the-forehand cue to long term memory and will be better able to respond correctly and the trainer able to continue refining the movement with out drilling the poor horse. This is the brilliance of the latent learning phenomena!

If you have any questions on anything included in this article feel free to leave a comment and I will get back to you.

Thanks you for reading.

Emma Lethbridge

Oct 102011
 

Here are a collection of briefs (abstracts) from the latest papers published in Equine science. The abstracts below include information which may inform your training, your husbandry or at least provide some interesting commentary on equine-kind and how we as humans interact with them in the domestic environment. Included are a collection of abstracts from the latest scientific papers published this year and so provide the most current insight into the horse and their behaviour. Whether you are a casual rider or a professional horse person this is information that you need to know. I hope you enjoy this collection of abstracts as much as I did. If you have a question about any of the below abstracts, or the terminology used, please feel free to leave a comment and I will happily answer your questions.

Behaviour

Concurrent Lactation and Pregnancy: Pregnant Domestic Horse Mares Do Not Increase Mother-Offspring Conflict during Intensive Lactation

Jitka Bartošová, Martina Komárkova, Jana Dubcová,Luděk Bartoš, Jan Pluháček

http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0022068

Lactation is the most energy demanding part of parental care in mammals, so parent-offspring conflict arises over milk provided by the mother. In some species females commonly become pregnant shortly after parturition of previous young. This further intensifies mother-offspring conflict due to concurrent pregnancy and lactation. In equids it has been well established that pregnant females wean their foals earlier than non-pregnant ones. Intensified mother-offspring conflict was presumed to associate with pregnancy also during the period of intensive lactation, i.e., before the weaning process starts. We investigated the effect of pregnancy on suckling behaviour characteristics as indicators of mother-offspring conflict in domestic horses. Contrary to expectation, here we provide evidence of a decreased mother-offspring conflict related to pregnancy in lactating females during first two trimesters of pregnancy. Pregnant mares provided longer suckling bouts and did not reject or terminate suckling of their foals more often than non-pregnant mares. Our results suggest that pregnant mares cope with parallel investment into a nursed foal and a foetus through enhancing nursing behaviour in early stages of pregnancy before the initially low requirements of the foetus increase. They compensate their suckling foal with the perspective of its early weaning due to ongoing pregnancy.

Effects of Repeated Regrouping on Horse Behaviour and Injuries

Janne Winther Christensen, Eva Søndergaard, Karen Thodberg, Ulrich Halekoh

Applied Animal Behaviour Science

Volume 133, Issues 3-4, Pages 199-206, September 2011

Domestic horses are faced with social challenges throughout their lives due to limitations in social contact, space restrictions and frequent changes in social companionship. This is in contrast to natural conditions where horses live in relatively stable harem bands. Currently, little is known about how repeated regrouping affect horse behaviour and welfare, and it is unknown whether horses may adapt to regrouping. In this study, we aimed to investigate the effects of an unstable group structure, caused by weekly regroupings, on behaviour and frequency of injuries in young horses. Forty-five horses were included in the study and were randomly assigned to the treatments; Stable (S; seven groups of three horses) or Unstable (U; eight groups of three horses). The experimental period lasted 7 weeks, during which horses in Stable groups remained in the same group, whereas one horse was exchanged between Unstable groups every week. The groups were kept in 80 m × 80 m grass-covered enclosures and were fed additional roughage on the ground daily. Social interactions were recorded in Unstable groups immediately after each regrouping (30 min), and in both Stable and Unstable groups on day 1, 3 and 6 after each regrouping (2 × 20 min/group/day). Injuries were scored by the end of the experimental period. The level of aggression shown by horses in Unstable groups immediately after regrouping was not affected by week (F5,35 = 0.42, P = 0.83), indicating that horses neither habituated, nor sensitized, to repeated regrouping. Compared to horses in Stable groups, more agonistic behaviour was shown by horses in Unstable groups (i.e. non-contact agonistic; F1,65 = 5.60, P = 0.02), whereas there was no treatment effect on other variables. The level of play behaviour appeared, however, to be more variable in Unstable groups. There was a significant effect of week on the level of contact agonistic interactions as well as greeting behaviour, due to a high occurrence in weeks 4–6. Non-contact agonistic interactions constituted the major part of agonistic interactions (66%). Possibly as consequence, no serious injuries were registered and there was no treatment effect (U = 184; P = 0.11). We conclude that the behaviour of young horses is affected by group management, and that horses appear not to adapt to weekly regroupings.

Competition Horses Housed in Single Stalls (II): Effects of Free Exercise on the Behavior in the Stable, the Behavior during Training, and the Degree of Stress

Hanna Werhahn MS, Engel F. Hessel Prof Dr, Herman F.A. Van den Weghe Prof Dr Ir

Journal of Equine Veterinary Science

July 2011

Although housing horses in single stalls limits their natural behavior to a great extent, this housing system is widespread in Germany, especially for competition horses. To improve the welfare of this system, free exercise on pastures or paddocks is deemed suitable, but it is also feared because of injuries and decreased willingness or motivation to perform. In the present study, three treatments were investigated with regard to their effect on the behavior of six competition horses in the stable, behavior during training, and on their degree of stress: daily training without free exercise (no turnout [NT]), solitary turnout for 2 hours after training, and 2-hour turnout in groups of two after training (group turnout). The horses’ behavior in the stable was continuously analyzed through video recordings (2 pm to 6 am) on 3 days at the end of each treatment. The degree of stress was evaluated daily by heart rate variability at rest. The behavior during training was evaluated by a questionnaire answered by the riders, and the distance covered during training was measured by global positioning system. When NT was allowed, the horses showed less lying in the stable compared with the treatments with turnout. Heart rate variability measurements resulted in great individual differences, but generally, there was a higher degree of stress shown with the treatment NT according to the following parameters: standard deviation of inter-beat-intervals (SDNN), square root of the mean of the sum of the squares of differences between successive inter-beat-intervals (RMSSD), and ratio between low frequency and high frequency (LF/HF). The willingness to perform was evaluated as being slightly better in the treatments with turnout than in the treatment without turnout.

Motivation for Social Contact in Horses Measured by Operant Conditioning

Eva Søndergaard, Margit Bak Jensen, Christine J. Nicol

Applied Animal Behaviour Science

Volume 132, Issues 3-4, Pages 131-137, July 2011

Although horses are social animals they are often housed individually with limited social contact to other horses and this may compromise their welfare. The present study included eight young female horses and investigated the strength of motivation for access to full social contact, head contact and muzzle contact, respectively, to a familiar companion horse. Horses were housed individually next to their companion horse and separations between pens prevented physical contact. During daily test sessions horses were brought to a test area where they could access an arena allowing social contact. Arena access during 3 min was given after completion of a predetermined number of responses on a panel. Fixed ratios (FR) of 8, 16, 24, 32 and 40 responses per arena access were applied in a random order, one per daily test session, within each test week (Monday to Friday), and the number of rewards per daily test session was recorded. All horses could access all three types of social contact in a cross-over design, and an empty arena was used as control. Motivational strength was assessed using elasticity of demand functions, which were estimated based on the number of rewards earned and FR. Elasticities of demand for the three types of social contact were low (−0.20), and not significantly different, although increasing FR still resulted in a decrease in rewards obtained for all three types of social contact (P < 0.001). Across FR-levels horses earned more rewards for social contact than for an empty arena, as shown by much higher intercept values (2.51 vs. 0.99; P < 0.001). However, the elasticity of demand for infrequent access to an empty arena (−0.08) was lower than for social contact (P < 0.01) and not significantly different from zero (P = 0.07). Horses performed more social behaviour the lesser the restriction on social contact (full > head > muzzle). However, the finding that horses showed a similar and high motivation for all three types of social contact suggests that they are valued equally highly in a situation where the alternative is no social contact.

Preference and Demand for Exercise in Stabled Horses

Joyce Lee, Toby Floyd, Hollis Erb, Katherine Houpt

Applied Animal Behaviour Science

Volume 130, Issues 3-4, Pages 91-100, March 2011

Operant conditioning and two choice preference tests were used to assess the motivation of horses to be released from straight and from box stalls. The motivations for food, a companion, and release into a paddock were compared when the horses had to work for each commodity at increasing fixed ratios of responses (panel presses) to reward in an equine operant conditioning stall. The motivation for food (mean ± SEM = 258 ± 143) responses was much greater than that for either release (38 ± 32) from a straight stall into a large paddock alone or into a small paddock with another horse (95 ± 41) (P = 0.04). When given a two choice preference test between exercise on a treadmill for 20 min or returning to their box stalls, eight of nine horses chose to return to their stalls. In a two choice preference test six of eight horses in box stalls chose to be released into a paddock alone. Horses were given a series of two choice preference tests to determine how long they preferred to be in a paddock. After 15 min in the paddock the horses were re-tested, but all chose the paddock when released into a paddock with three other horses. They were retested every 15 min until they chose to return to their stalls. They chose to stay out for 35 ± 6 min when other horses were in the paddock but for only 17 ± 2 min when they would be alone. When deprived of stall release for 48 h the horses chose to remain in the paddock with other horses for 54 ± 6 min, but showed no compensatory behavior when they were alone (duration chosen = 16 ± 4 min). These findings indicate that horses are not strongly motivated to exercise alone and will choose not to endure forced exercise on a treadmill. The social context of voluntary exercise is important; horses are willing to stay out of their stalls longer if other horses are present and will show compensatory behavior only if other horses are present. These finding have implications for optimizing turnout time for stalled horses.

Training

Does Attention make the Difference? Horses’ Response to Human Stimulus After 2 Different Training Strategies

Paolo Baraglia, Chiara Maritia, Leonardo Petria, Francesco De Giorgiob, Claudio Sighieria

Journal of Veterinary Behavior: Clinical Applications and Research

Volume 6, Issue 1, Pages 31-38, January 2011

We hypothesized that in an open environment, horses cope with a series of challenges in their interactions with human beings. If the horse is not physically constrained and is free to move in a small enclosure, it has additional options regarding its behavioral response to the trainer. The aim of our study was to evaluate the influence of 2 different training strategies on the horse’s behavioral response to human stimuli. In all, 12 female ponies were randomly divided into the following 2 groups: group A, wherein horses were trained in a small enclosure (where indicators of the level of attention and behavioral response were used to modulate the training pace and the horse’s control over its response to the stimuli provided by the trainer) and group B, wherein horses were trained in a closed environment (in which the trainer’s actions left no room for any behavioral response except for the one that was requested). Horses’ behavior toward the human subject and their heart rate during 2 standardized behavioral tests were used to compare the responses of the 2 groups. Results indicated that the horses in group A appeared to associate human actions with a positive experience, as highlighted by the greater degree of explorative behavior toward human beings shown by these horses during the tests. The experience of the horses during training may have resulted in different evaluations of the person, as a consequence of the human’s actions during training; therefore, it seems that horses evaluate human beings on daily relationship experiences.

Trailer-Loading of Horses: Is there a Difference Between Positive and Negative Reinforcement Concerning Effectiveness and Stress-Related Signs?

Payana Hendriksen, Katrine Elmgreen, Jan Ladewig

Journal of Veterinary Behavior: Clinical Applications and Research

Volume 6, Issue 5, Pages 261-266, September 2011

The traditional way to train horses is by the application of negative reinforcement (NR). In the past few years, however, the use of positive reinforcement (PR) has become more common. To evaluate the effectiveness and the possible stressor effect of the 2 training methods, 12 horses showing severe trailer-loading problems were selected and exposed to trailer-loading. They were randomly assigned to one of the 2 methods. NR consisted of various degrees of pressure (lead rope pulling, whip tapping). Pressure was removed as soon as the horse complied. PR horses were exposed to clicker training and taught to follow a target into the trailer. Heart rate (HR) was recorded every 5 seconds and behavior denoting discomfort was observed using one-zero sampling with 10 seconds sampling intervals. Training was completed when the horse could enter the trailer upon a signal, or was terminated after a maximum of 15 sessions. Of the 12 horses, 10 reached the criterion within the 15 sessions. One horse was eliminated from the study because of illness and 1 PR horse failed to enter the trailer. A Mann–Whitney U-test indicated that the horses trained with NR displayed significantly more discomfort behavior per training session than horses trained with PR (NR: 13.26 ± 3.25; PR: 3.17 ± 8.93, P < 0.0001) and that horses in the PR group spent less time (second) per session to complete the training criterion (NR: 672.9 ± 247.12; PR: 539.81 ± 166.37, P < 0.01). A Mann–Whitney U-test showed that no difference existed in mean HR (bpm) between the 2 groups (NR: 53.06 ± 11.73 bpm; PR: 55.54 ± 6.7 bpm, P > 0.05), but a Wilcoxon test showed a difference in the PR group between the baseline of HR and mean HR obtained during training sessions (baseline PR: 43 ± 8.83 bpm; PR: 55.54 ± 6.7 bpm, P < 0.05). In conclusion, the PR group provided the fastest training solution and expressed less stress response. Thus, the PR procedure could provide a preferable training solution when training horses in potentially stressing situations.

Using Differential Reinforcement to Improve Equine Welfare: Shaping Appropriate Truck Loading and Feet Handling

Charlotte Slater, Simon Dymond

Behavioural Processes

Volume 86, Issue 3, Pages 329-339, March 2011

Inappropriate behavior during common handling procedures with horses is often subject to aversive treatment. The present study replicated and extended previous findings using differential reinforcement to shape appropriate equine handling behavior. In Study 1, a multiple baseline across subjects design was used with four horses to determine first the effects of shaping target-touch responses and then successive approximations of full truck loading under continuous and intermittent schedules of reinforcement. Full loading responses were shaped and maintained in all four horses and occurrences of inappropriate behaviors reduced to zero. Generalization of the loading response was also observed to both a novel trainer and trailer. In Study 2, a changing criterion design was used to increase the duration of feet handling with one horse. The horse’s responding reached the terminal duration criterion of 1 min and showed consistent generalization and one-week maintenance. Overall, the results of both studies support the use of applied equine training systems based on positive reinforcement for increasing appropriate behavior during common handling procedures.

Fostering Adherence to Horse Behaviour Counselling

Ruth Jobling, Emma Creighton

Journal of Veterinary Behavior: Clinical Applications and Research

Volume 6, Issue 5, Pages 276-286, September-October 2011

Counseling services that aim to improve understanding of horse–human interactions are on the frontline of the horse welfare agenda. The aim of this research was to determine characteristics of horse owners seeking advice about their horse’s behavior that predicted their adherence to that advice. The established science of human behavioral change has largely been applied in the field of health psychology to identify predictors of behavior. A thorough review of human behavioral change literature identified 10 cognitive variables (e.g., attitude toward horse behavior counselors) that had the potential to predict adherence to the advice of a horse behavior counselor. Established self-report questionnaire methodology was adopted to survey an opportunistic sample of 52 clients of horse behavior counselors before they received the advice (initial cognitive profile), 10 days after (post-communication changes), and at 3-month follow-up (long-term changes). Data were preliminarily analyzed using correlation analyses and subsequently, multiple regression analyses were used to generate a model for adherence. Horse behavior counselors cannot influence what clients perceive when they come into the process, but are able to influence cognitive variables during the communication. The amount of post-communication change in value of the outcome of adhering to the advice (β = 0.338, P = 0.033) and attribution of the horse’s behavior problem to external factors (e.g., facilities, time; β = 0.309, P = 0.050) were significant elements of a multiple regression analysis that explained 23.6% of the variance in adherence 10 days after the communication (F2,35 = 6.700, P = 0.003). At 3-month follow-up, there were no associations between adherence and the earlier cognitive profiles, but clients who showed a 3-month increase in positive attitude toward horse behavior counselors were more likely to show long-term adherence (r = 0.389, P = 0.019). Horse behavior counselors may benefit clients by demonstrating the effects of their advice early in the communication, so that clients value their efforts to adhere to the advice and continue to do so. Horse behavior counselors may also foster adherence to their advice by emphasizing external causes of the horse’s behavior problem, which clients may find more controllable than internal causes such as their level of skill or fear. Developing the client’s perception of a controllable cause of their horse’s behavioral problem may build confidence in their ability to address the problem and encourage adherence.

Thanks for reading,
Emma Lethbridge

Mar 102011
 

EQUITATION SCIENCE by Paul McGreevy & Andrew McLean

Published by Wiley-Blackwell, 2010, paperback, 314 pages. ISBN 978-1-4051-8905-7. Illustrated in colour and B&W. £29.99.

Science is neither more nor less than the best method we humans have yet devised for finding out how things work. Most fields of human activity have been immeasurably improved over the years by objective enquiry, gradually separating out what is true from what merely appears to be true, or from what we would like to be true. Those who ride and train horses have come late to the party. Equitation has become mired in half-truths and hearsay, and in unrealistic human expectations of horses. This important new book shows that despite our propensity for getting it wrong, it is not actually that difficult to get it right.

People struggle so hard to do the right thing, to train their horses ethically, to manage life so that they and their horses feel safe. It can be bewilderingly difficult to work out why your horse responds to his environment and to you as he does. Equitation Science has deconstructed this immense complexity into a simple message. It is this. If you can train your horse, ethically and reliably, to go, to stop, to move the shoulders over or to move the quarters over when signalled to do so, you can by using these signals singly or in various combinations shape your horse‘s behaviour into any of the equestrian activities you wish to practise, and your horse will have the sense of security and well-being that comes from having a predictable, controllable environment. You will also find you have to deal with fewer problem behaviours such as bucking, spooking, refusing to stop, napping, refusing to load, barging and rearing, as these are almost always the result of failure to train the basic responses.

The book isn’t – and the authors stress this – an attempt to diminish the emotional bond between horse and rider, or to reduce artistry and harmony to a mechanistic process. It is just the first serious attempt to discover how the horse-human interaction actually works, and how the process can be improved. What is really happening when the rider or handler gives a particular signal or aid? How does it feel to the horse? What does the horse learn and how does he learn it? Equitation Science is not a threat to that incomparable feeling of togetherness that we all strive for in our work with horses. It is a way to make that feeling happen more reliably, with less stress to both parties. The authors are also fully aware that horses have thoughts and emotions, but by focussing on the underlying biological mechanisms they help the reader avoid the mistakes that can be made when we misinterpret those thoughts and emotions.

People used to think, with some justification, that the earth was at the centre of the universe and that the sun went round it. Their observations, their common sense, their mental powers of reasoning and deduction supported this explanation. The truth turned out to be rather different. In many ways our thinking about equitation is still at that anthropocentric stage: our observations, our common sense and the workings of our own brains have led us to assumptions that aren’t actually true. Most of these assumptions relate to what goes on inside horses’ heads: how they think and how they learn. That is why it is so good to see that Equitation Science begins with a superb section on the current state of research into equine intelligence and mental capabilities. Knowing the background about how horses probably think, and the mistakes we make in overestimating their powers of reasoning and comprehension while underestimating their ability to learn from everything that happens to them, really helps us to communicate with them in the way that is most straightforward for them, rather than the most obvious to us.

Equitation Science includes three scholarly and fascinating chapters on the different types of learning, and how these relate to common techniques used in the handling and training of horses, whether traditional or modern. It explains positive and negative reinforcement: what these are; how they work; what happens when they go wrong; and what to do about it if they have gone wrong. It explains why punishment is almost always a bad idea. It emphasises how essential it is to be absolutely consistent with your signals to the horse. These concepts are then used to show that training horses successfully and ethically is not a matter of applying force and getting submission, or of turning your horse into an automaton, or of expecting your horse to be able to read your mind or to wish to please you, but of establishing habitual responses to light, clear signals. As the authors state, most horses are trained by negative reinforcement, where the trainer gives the horse some sort of physical signal which is discontinued once the horse responds. Done properly, this is no more unethical than using a telephone to elicit a particular response from the person who hears it ringing, but done improperly it can be a recipe for confusion and pain for the horse, and frustration, anger and escalating violence for the trainer. Since there is so much potential for giving the horse a bad time using this type of training, the authors take pains to insist on the correct principles. The signals or aids given to the horse should start off light and become lighter as training proceeds. They should never be intensified to the point of hurting or frightening the horse. They should be stopped the very instant the horse responds.

Riding instruction has focussed for centuries on rider position, which is visible and teachable, rather than on how the horse actually learns. If you don’t know about learning theory, all you can do is copy the posture and style of the experts and hope for the same results. The adaptability of horses has allowed us to get away with this, but the number of people killed or injured by out-of-control horses, and the huge number of horses who die before their time because of intractable behaviour, surely indicate that we could do better. The authors of Equitation Science suggest that all riders and trainers need to understand learning theory, so that they are able to avoid confusing their horses with conflicting signals, or inadvertently reinforcing – and therefore training – undesirable behaviours. This knowledge enables riders and trainers to think far more clearly about what response they want, how best to elicit it, and how to show the horse he has got it right. The book describes, in exact and clear detail, how to break down your training goals into small, achievable steps, how to use appropriate signals that your horse can easily distinguish and how to use them at the precise moment at which he is most able to respond.

There are excellent chapters on the challenges faced by the horse in work and competition, and how he can be helped to deal with these by correct and ethical training. Tack, harness and other methods of control and restraint are discussed, helping the reader to distinguish between those that benefit the horse-rider partnership and those that do not. There is a chapter on the horse’s fight and fright responses, with advice on how to avoid stimulating these in training. The book closes with a summary of ethical equitation, based on our current knowledge of horses, and with ideas for the development of the science and its practical applications in improving horse welfare.

The reference list is also immensely useful. Many of the publications listed don’t come up on internet searches, so unless you have access to a university library it is hard to find out about the relevant research. Those who like to have all the background information will find much of interest here.

Some snippets I particularly liked: the reminder that ‘positive’ and ‘negative’ when applied to reinforcement are not value judgements, as in ‘good reinforcement’ and ‘bad reinforcement’, but mathematical descriptions denoting whether the behaviour is reinforced by having something added or something taken away. I also appreciated the welcome news that your own personality and manner as a trainer are less important than your ability to be totally consistent in your signals to your horse: you don’t have to be bombastic or even particularly assertive in order to be successful.

Equitation Science is more of an academic textbook than most books about horses, but although this requires readers to think, it also results in the most pleasing flashes of insight. Previously incomprehensible horse behaviours suddenly start to make sense, and one’s own contributions to problem behaviour become blindingly obvious. While the writing style is necessarily quite formal, the authors’ passion and enthusiasm for their subject shines through, and the text is enlivened by touches of dry humour. The important points of each chapter are summarised in text boxes, and much of the information is also shown in tables, which are handy for quick reference. The illustrations are excellent too.

The authors have done their best to avoid technical language, but there are still a few terms that the non-specialist will find unfamiliar. There’s an excellent glossary of the terms used in equitation, but a glossary of the terms used in animal behaviour research would have been helpful.

It’s expensive for a paperback, but for the price of a decent private riding lesson you get enough information to change your relationships with your horses forever.

Equitation Science is the most important and informative book I have ever read on the subject of training and riding horses, and I thoroughly recommend it.

Alison Averis is the editor of Equine Behaviour, the Journal of the Equine Behaviour Forum.