Dog visits in nursing homes - increase complexity or keep it simple? A randomised controlled study.

OBJECTIVE: To compare the immediate response of nursing home residents to dog visits with or without an activity, and the impact of cognitive ability. METHODS: In a randomly controlled trial, 174 nursing home residents were allocated to 12 bi-weekly 10-minute visits: either ordinary dog visits (D, n = 57, 49 analysed), dog visits with an activity (DA, n = 56, 48 analysed), or visits with activity but no dog (A, n = 61, 54 analysed). We recorded frequency and duration of residents' verbal and physical interactions with the dog and persons. Data were analysed in three periods of four visits (period 1-3) as binomial variables (generalised linear models) or durations (non-parametric statistics). RESULTS: Both visit type and impairment level affected the likelihood of interacting with the dog (D and DA). In some periods increased cognitive impairment lowered odds of touching the dog in DA visits (period 1: F1,85 = 5.17, P < 0.05) and talking to it directly (period 1: F1,90 = 4.60, P < 0.05; period 3: F1,87 = 5.34, P < 0.05). Throughout, residents talked less to persons during DA visits compared to D and A (P = 0.01-0.05), and level of cognitive impairment correlated negatively with talk duration (P < 0.001). Generally, high cognitive impairment level lowered odds of interacting with (period 1: F1,89 = 7.89, P < 0.01; period 2: F1,97 = 6.76, P = 0.01; period 3: F1,92 = 13.57, P < 0.001) and talking about the activities (period 1: F1,89 = 13.78, P <0.001; period 2: F1,88 = 3.27, P = 0.07; period 3: F1,86 = 3.88, P = 0.05). CONCLUSION: Visits without specific activities stimulated residents to interact with the dog, whereas increasing the complexity of dog visits by adding activities resulted in less interaction with the dog for severely impaired residents. The optimal dog visit for the less cognitively impaired residents could include activities and thereby a possibility to interact with the dog in different ways, whereas for severely impaired residents, just being with the dog seems more appropriate.

Relationships between the Rider's Pelvic Mobility and Balance on a Gymnastic Ball with Equestrian Skills and Effects on Horse Welfare.

Riders need core stability to follow and guide the horse's movements and avoid giving unintended or conflicting signals. This study evaluated the rider's performance of exercises on a gymnastic ball with on-horse performance and indicators of stress in the horse. Twenty experienced riders were scored performing three exercises on a gymnastic ball and for quality and harmony when riding based on evaluation of video recordings in which conflict behaviours were evident. The horse's heart rate and number of conflict behaviors during the riding test and cortisol levels after completion of the test were measured. The rider's ability to roll the pelvis from side-to-side on a gymnastic ball was highly correlated with ability to circle the pelvis on the ball and with quality and harmony during riding. However, pelvic roll and riding quality and harmony showed a trend toward a negative correlation with balancing skills on the ball. It appears that the ability to actively move the pelvis is more relevant to equestrian performance than static balancing skill. Horses ridden by riders with better pelvic mobility and control showed significantly fewer conflict behaviors. On the contrary, high scores for balancing on the gymnastic ball were negatively correlated with the horses' working heart rates, suggesting a less energetic performance. Pelvic control and mobility may be predictive for equestrian skills and riding harmony.

Maternal temperament modulates curiosity and cortisol responses in farmed mink.

Early life events can shape the development of individual behavior and stress sensitivity. This study explored whether the temperament of the mother modulates curiosity, fear, and Hypothalamic-Pituitary-Adrenal (HPA)-axis hormones in different lines of mink. We designed a study with all combinations of cross-mating between males and females from lines of Confident (C) and Fearful (F) mink. The offspring (N = 600) were cross-fostered by C or F mothers until weaning after 1.8 months. Fearfulness and exploration in three behavioral tests plus plasma ACTH and cortisol were measured in the 6-9 months old offspring. Mink of confident parents (line CC) were consistently more curious, the mixed (CF, FC) showed intermediate reactions, and mink of fearful parents (FF) were the least curious and most fearful in all tests. A higher proportion of the offspring was curious when raised by a C foster mother, regardless of the genetic origin (stick test: 45.1% vs. F foster mother: 34.5%). Cortisol was influenced by line of the biological mother, but not by the sire or by the foster mother; offspring of C dams (CC, CF) had consistently lower cortisol concentration (P < .001) than offspring of F dams (FF, FC) in response to acute stress. In conclusion, besides the selection lines (inheritance from both parents) being a major factor determining curiosity/fearfulness of mink, the confident foster mothers increased offspring curiosity. Additionally, we found maternal effects on the HPA-axis, leading to a higher cortisol response to acute stress in adult mink offspring gestated by fearful mothers. The results add to the existing knowledge on maternal influence on offspring development and are particularly relevant for on-farm welfare where selection for low-fear and explorative dams can decrease offspring fearfulness and stress responses.

Social Learning in Horses-Fact or Fiction?

Prima facie, the acquisition of novel behaviors in animals through observation of conspecifics seems straightforward. There are, however, various mechanisms through which the behavior of animals can be altered from observing others. These mechanisms range from simple hard-wired contagious processes to genuine learning by observation, which differ fundamentally in cognitive complexity. They range from social facilitation and local enhancement to true social learning. The different learning mechanisms are the subject of this review, largely because research on learning by observation can be confounded by difficulties in interpretation owing to the looming possibility of associative learning infecting experimental results. While it is often assumed that horses are capable of acquiring new behavior through intra-species observation, research on social learning in horses includes a variety of studies some of which may overestimate the possession of higher mental abilities. Assuming such abilities in their absence can have welfare implications, e.g., isolating stereotypical horses on the assumption that these behaviors can be learned though observation by neighboring horses. This review summarizes the definitions and criteria for the various types of social transmission and social learning and reviews the current documentation for each type in horses with the aim of clarifying whether horses possess the ability to learn through true social learning. As social ungulates, horses evolved in open landscapes, exposed to predators and grazing most of the day. Being in close proximity to conspecifics may theoretically offer an opportunity to learn socially, however anti-predator vigilance and locating forage may not require the neural complexity of social learning. Given the significant energetic expense of brain tissue, it is likely that social facilitation and local enhancement may have been sufficient in the adaptation of equids to their niche. As a consequence, social learning abilities may be maladaptive in horses. Collectively, the review proposes a novel differentiation between social transmission (social facilitation, local, and stimulus enhancement) and social learning (goal emulation, imitation). Horses are undoubtedly sensitive to intra-species transfer of information but this transfer does not appear to satisfy the criteria for social learning, and thus there is no solid evidence for true social learning in horses.