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• Cover
• Title Page
• Preface
• Acknowledgements
• About the Companion Website
• 1 Introduction – The Fascination with Horses and Learning
• Introduction
• The Scientific Approach
• 2 Ethology and Cognition
• Introduction
• Ethological Challenges
• The Role of Ethology in Horse‐Training
• Conclusions
• Take‐Home Messages
• Areas for Further Research
• 3 Anthropomorphism and the Human–Horse Relationship
• Introduction
• Conclusion
• Take‐Home Messages
• 4 Non‐associative Learning
• Introduction
• Learning
• Non‐associative Learning
• The Evolution of Habituation and Sensitisation
• Contact
• Sensitisation
• Imprinting and Early Handling
• Take‐Home Messages
• Areas for Future Research
• 5 Associative Learning (Attractive Stimuli)
• Introduction
• Operant Conditioning
• Classical Conditioning
• Cue Salience
• Reinforcement and Punishment
• Using Attractive Stimuli
• Ethical Considerations on Positive Reinforcement
• Reinforcement Schedules
• Shaping Behaviour
• Clicker Training
• Contiguity
• Combining Positive and Negative Reinforcement
• Take‐Home Messages
• Ethical Considerations
• Areas and Anticipated Limitations for Further Research
• 6 Associative Learning (Aversive Stimuli)
• Introduction
• Escape and Avoidance Learning
• Negative Reinforcement
• Releasing the Pressure
• Control and Predictability
• Trialling Responses
• How to Use Negative Reinforcement
• A Continuum of Reinforcing Possibilities
• Round‐Pen as Negative Reinforcement
• Combined Reinforcement
• Punishment
• Experimental Neurosis
• Learned Helplessness
• Conclusion
• Take‐Home Messages
• Areas for Future Research
• 7 Applying Learning Theory
• Introduction
• Achieving Stimulus Control
• Application of Learning Theory
• Classical Conditioning
• Installing Signals
• Combined Reinforcement
• Perseveration
• Contact
• Using the Whip
• Clucking
• Rewards
• Shaping
• Stimulus Generalisation
• Principles of Training Arising from Learning Theory
• TP 1 Train According to Horse Ethology and Cognition
• TP 2 Use Learning Theory Appropriately
• TP 3 Train Easy‐to‐Discriminate Signals
• TP 4 Shape Responses and Movements
• TP 5 Elicit Responses One‐at‐a‐Time
• TP 6 Train Only One Response per Signal
• TP 7 Form Consistent Habits
• TP 8 Train Persistence of Elicited Responses (‘Self‐Carriage’)
• TP 9 Avoid and Dissociate Flight Responses
• TP 10 Demonstrate Minimum Levels of Arousal Sufficient for Training
• Take‐Home Messages
• Ethical Considerations
• Areas for Future Research
• 8 Training
• Introduction
• In‐Hand Training
• Under‐Saddle Training
• Equipment
• Posture and Position of the Rider
• Jumping
• Other Signals
• Movements
• Higher Steps – Collection
• Take‐Home Messages
• Ethical Considerations
• 9 Horses in Sport and Work
• Introduction
• Performance Sports
• Racing
• Steeple‐Chasing and Hurdling
• Harness Racing (Pacing and Trotting)
• Other Forms of Racing
• Mounted Games
• Stock Sports
• Gaited Horse Classes
• Hunting
• Driving
• Showing: Breed and Hack Classes
• Rodeo
• Work
• Vaulting
• Conclusion
• Take‐Home Messages
• Ethical Considerations
• Areas for Further Research
• 10 Apparatus
• Introduction
• Stabling and Feeding
• Apparatus used to Distribute and Apply Pressure to Horses
• Dentition and Mouth Pain
• Apparatus Used in Enhancing Performance
• Apparatus Used in Restraint
• Take‐Home Messages
• Ethical Considerations
• Areas for Further Research
• 11 Biomechanics
• Introduction
• Locomotion
• The Mechanics of Locomotion
• The Gaits
• The Central Pattern Generator
• The Vertebral Column
• Muscular Development Effects of Horse Sports
• Take‐Home Messages
• Ethical Considerations
• Areas for Further Research
• 12 Unorthodox Techniques
• Introduction
• Simultaneous, Contradictory Pressure
• Inducing Confusion by Using One Signal for More than One Response
• Forcing the ‘On the Bit’ Head and Neck Position
• Contraction
• Rapping
• Gingering
• Soring
• Weighted Boots and Training Shackles
• Sedation and Nerve Blocks
• Electric Training Devices (Shock‐Collars and Spurs)
• Conclusion
• Take‐Home Messages
• Areas for Further Research
• 13 Stress and Fear Responses
• Introduction
• Perception of Stressors
• Consequences of Prolonged or Chronic Stress
• Typical Stressors for Domestic Horses
• Stress and Performance
• Fear Responses
• One‐Trial Learning
• Pain
• Manifestations of Fear and Stress
• Take‐Home Messages
• Ethical Implications
• Areas for Further Research
• 14 Ethical Equitation
• Introduction
• Whips and Welfare
• Restrictive Nosebands
• Ethical Considerations and Equitation Science
• Take‐Home Messages
• 15 Research Methods in Equitation Science
• Introduction
• Designing a Study and Reporting Results
• Sample Size
• Rider and Environmental Variables
• Recording Horse Behaviour
• Physiological Measures
• Measurement of Human–Horse Interactions
• Conclusion
• 16 The Future of Equitation Science
• Introduction
• Areas and Anticipated Limitations for Further Research
• New Technologies
• Ethology
• Nutrition
• Genetics
• Conclusion
• Glossary of the Terms and Definitions and of Processes Associated with Equitation
• References
• Index
• End User License Agreement