Comparison of Stress and Learning Effects of Three Different ...

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2.1.3.2 Behavioral Indicators of Stress The significance of behavioral indicators as a stress parameter has been emphasized by many different authors. MASON (1971) stated that as the case maybe ‘’the only bodily response which might conceivably be equally appropriate, in a homeostatic sense, under conditions of both heat and cold would be a behavioral response of emotional arousal or hyper alerting preparatory to flight, struggle or other strenuous exertion which might serve to eliminate the source of heat or cold or remove the subject from its presence’’. As a result, he offered that the stress concept should be discussed primarily as a behavioral concept rather than as a physiological concept. According to MOBERG (1985), the behavioral response, ‘’to simply remove itself from the treat’’ is the easiest and the most economic way in eliminating or coping with stress. Even in the case of lack of escape option, behavior may still help the animal ‘’to ameliorate the impact of the stressor by engaging in displacements’’. BROOM and JOHNSON (1993), also, suggested that the behavioral responses comprising startle responses, and defensive or flight reactions, which often follow orientation reactions are often the most obvious indicators of stress and pain. Therefore they also have an essential value as welfare indicators. EWBANK (1985) further considered the external behavioral signs as the indicators of distress and particularly emphasized that an animal that is not exhibiting outwardly recognizable behavior is not distressed even though it may be suffering. According to him, as long as four criteria are fulfilled, it is possible to show the interconnection between stress and behavior. 1) ‘’The stressor must be identified and (ideally) quantified. 2) The physiological responses (e.g. epinephrine and/ or corticosteroid hormone levels) must be quantified and (ideally) correlated with the stressor level and the degree of behavioral change. 3) The behavioral changes must be obvious, fully described and measured. 4) Damage to the physical and/ or psychological well-being of the animal must be demonstrated.’’ - 12 -
He also formulated the obvious abnormal behaviors into three categories: 1) Easily seen self-evident abnormal behaviors which cause pathological changes (signs of overstress and/or distress) and decrease in biological production (e.g. tail-biting in pigs), 2) Easily seen minor abnormal behaviors which cause little or co-existing pathological changes (few signs of overstress and/or distress) and also, which probably do not result in loss of biological production (e.g. bar gnawing in stall confined sows), 3) qualitative/quantitative changes in otherwise normal behaviors which include none of the signs of overstress or distress and cause unknown effect on biological production (e.g. increase in normal aggression) (EWBANK 1985). In a study conducted by HICKS et al. (1998), it was shown that behavioral signs seem to be the most reliable and consistent stress indicators. In that study, weanling pigs exposed to acute stressors, such as shipping, heat and cold. As a result, it was found that physiological, endocrine and immune traits are not consistently changed by different acute stressors, whereas in every treatment behavioral changes can clearly be identified. a. Coping and Coping Strategies Coping and coping strategies in domestic animals have received growing attentions over the past several years. As a result, the term coping has been defined in many different ways by a number of researchers. For this study, however, the definition given by WECHSLER (1995) will be followed and thus, coping will be referred to ‘’a behavioral reaction to aversive situations, i.e, the situations inducing physiological stress reactions’’. HENRY and STEPHENS (1977) proposed that two different behavioral coping strategies are available: an active and a passive strategy. Subsequent studies conducted on three shrews (VON HOLST 1985), primates (SAPOLSKY and RAY 1989), rodents (BOHUS et al., 1987, BENUS et al., 1991), piglets (HESSING et al., 1993), sows (SCHOUTEN AND WĐEPKEMA, 1991) and rats (KORTE et al., 1992) also confirmed the availability of two major coping strategies. - 13 -
Page 1 and 2: Tierärztliche Hochschule Hannover
Page 3: III To My Father
Page 6 and 7: 2.3 Learning Theory 37 2.3.1 The Fo
Page 8 and 9: 4.3.3.6 Comparison of the Subgroups
Page 10 and 11: List of Tables and Figures Table 2.
Page 13 and 14: 1. Introduction A bright orange sun
Page 15 and 16: 2. Literature review 2.1 Stress 2.1
Page 17 and 18: According to BREAZILE (1987), there
Page 19 and 20: 2.1.2 Stress and Distress Concepts
Page 21 and 22: CRF, which is a neurohormone synthe
Page 23: . Immune System Alterations in the
Page 27 and 28: According to KOOLHAAS et al. (1999)
Page 29 and 30: They may vary depending on the indi
Page 31 and 32: d. Behavioral Indicators of Chronic
Page 33 and 34: 2.2 Ethogram of Dog Behavior Ethogr
Page 35 and 36: Jostling ZIMEN 1971, FEDDERSEN-PETE
Page 37 and 38: Table 2.2 Behavioral elements of al
Page 39 and 40: 2.2.4 Agonistic Behaviors Agonistic
Page 41 and 42: ZIMEN (1971) cited that non-station
Page 43 and 44: Table 2.5 Behavioral Elements of Of
Page 45 and 46: 2.2.4.3 Categorization of Aggressiv
Page 47 and 48: Table 2.7 Categorization of aggress
Page 49 and 50: 2.3 Learning Theory The term ‘’
Page 51 and 52: Using this implanted tubes, PAVLOV
Page 53 and 54: • Conditioned Emotional Responses
Page 55 and 56: d. Phenomena Associated with Operan
Page 57 and 58: In the study written by UHL and SHE
Page 59 and 60: In safety training, an aversive sti
Page 61 and 62: They also emphasized that there is
Page 63 and 64: 2.5 Mechanical Training Aids LANDSB
Page 65 and 66: The first section of the questionna
Page 67 and 68: Figure 3.1: Test area in Hannover F
Page 69 and 70: 3.5 Training Aids Each training met
Page 71 and 72: 3.6.1 Distribution of the Dogs into
Page 73 and 74: 3) The handler took the food piece
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3.7.2.2 Main testing process Prior
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Alternative test session: In most c
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Table 3.1: Descriptions of bodily e
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Table 3.2: Scoring system of obedie
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Tail moving sidewards Wagging of th
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4. Results The first part of this c
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4.1.2 Comparison of the groups Grou
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4.1.3 Comparison of the subgroups C
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Dogs Descriptions 1 The dog exhibit
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10 The head and ear positions of th
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26 The dog exhibited ‘’neutral
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39 The head and ear positions of th
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4.3 Direct Reactions of the Dogs to
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4.3.2.2 Pinch collar: Considering t
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At the third test session, all of 1
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Table 4.8: Comparison of the subgro
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4.3.4.4 Comparison of the first tai
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4.3.5.2 Pinch Collar: Concerning th
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4.3.6 Vocalizations: In some cases,
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4.3.6.6 Comparison of the subgroups
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4.4 General Information: As mention
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5. Discussion This study aimed to a
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As previously mentioned, 22 dogs wh
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Reason of choosing ‘’pinch coll
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5.1.5 Test area The main test was c
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During the main test, following ins
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The ‘’trainer’’ and the ‘
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Since the quitting signal training
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To sum up, it can easily be said th
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The reasonable interpretation of th
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Overall, the results of this study
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A high learning effect of electroni
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Auch hinsichtlich des Lerneffektes
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8. References ABRANTES, R. (1997):
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BEERDA, B., SCHILDER, M.B.H., van H
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BREAZILE, J.E. (1987): Physiologic
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COOLS A.R., BRACHTEN R, HEEREN D, W
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DICKINSON, A. and M.F. DEARING (197
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FOX, M. W. (1971a): The comperative
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HANSEN, S. W. and B. M. DAMGAARD (1
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IMMELMANN, K. (1982): Wörterbuch d
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LAZARUS, R. S., (1993): From physio
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MATTERI, R.L, CARROLL, J. A., and C
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REISNER, I. R. (2003): Differential
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SCHÖNING, B. (2001): Hundeverhalte
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SUEN, H. K. and D. ARY (1984): Vari
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WARNOCK, F.F., and ALLEN, M. (2003)
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ZIMEN, E. (1971): Wölfe und König
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Table 3: Frequency table for learni
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Table 8: Kruskal-wallis test for le
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Table 10: Frequency table for first
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Valid Vocal E1 Frequency Percent -
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Table 18: Frequency Table for first
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im Zwinger im Haus sowohl als auch
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Problemverhalten: A: Übersprungsha
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Table 20: Frequency table-age Valid
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Table 23: Frequency table-housing V
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Table 27: Frequency table-gender Va
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Valid Confident_environment Frequen
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Acknowledgements This thesis could
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