Horses are prey animals, so they are blessed with innate behaviors that help them survive in a predator world. Our modern, domesticated horses do not have to live in constant fear of a predator, but the behaviors that their ancestors developed for survival exist today.
Biological behaviors (or natural behaviors) include digestion, elimination, play and reproduction. Most of these are learned from the dam while the foal is nursing, but can also be developed in juvenile groups. “Run now, ask later” is a prey response, not the horse being stupid. The demeanor of the dam is vitally important, and transferred to the foal.
This presentation will focus on learning behaviors beyond biological behaviors. There are two categories: non-associative and associative behaviors.
Non-associative behaviors include imprinting, desensitization, and habituation. Imprinting is performed on newborn foals, and consists of flooding them with stimulation, such as touch, probing mouth and anal cavities, tapping on feet. While this technique develops fairly good human-foal connection, it is criticized for possibly delaying the maternal bond, as many of the foal’s first 24 hours are spent in human hands. Desensitization and habituation are similar techniques that flood the horse with scary objects, until the horse accepts them without intent to escape. Every horse that is “started” or “broke” to ride is desensitized to the saddle and the predator (human) mounting them in order to begin their career as a performance horse.
Another non-associative behavior is latent learning, which is the strange occurrence of the horse failing to learn a task on the day it is taught, but after a few days off, returns to the training arena and successfully performs the task. Scientific documentation of horses ability to reason and critically assess a situation is lacking, but any trainer will admit that latent learning exists. Similarly, horses learn by observation, which is a handy technique with young horses. Ponying a young horse with a seasoned one provides experience and confidence.
The main topics to discuss in this presentation are the associative learning techniques. There are two: classical conditioning and operant conditioning. Classical conditioning is pairing two unrelated stimuli to create a desired response. Pavlov’s dog is an example: ring a bell, provide food. In time, the bell stimulates salivation in anticipation of food. The movie Seabiscuit provides another great example when the trainer “borrows” a bell from the fire station and after ringing the bell, Seabiscuit is slapped with the whip for a faster start. Classical conditioning works great with stallions who need to multitask to help them differentiate between duties. A specific halter, handler or direction out of the stall could mean heading to the arena while another would mean going to the breeding shed.
As riders, our primary method of training is operant conditioning. This technique “rewards” the horse for responding correctly to the aid. In positive reinforcement, operant conditioning, the horse is approached in the field where the handler has a treat in their hand. The horse willingly approaches the handler and the horse gets the treat.
However, the reward does not have to be a treat. In negative reinforcement, operant conditioning, the horse aid consists of some type of pressure, and when the horse responds correctly, pressure is released, hence the horse receives a reward. For example, in teaching a young horse to lead, you would pull on the halter until the horse takes a step forward, then quickly release the pressure. The horse is rewarded. All of our riding aids incorporate the application of pressure and release of pressure when the correct reaction happens.
Optimum learning in horses happens when aids and rewards are clear and consistent, and in early training, the smallest correct response is rewarded. Waiting for full understanding to reward the horse diminishes the willingness to learn. Common training mistakes include delayed or inconsistent release of pressure or not recognizing the early attempts of a correct response.
Another common mistake is to use human behavior traits to train horses. When a horse is afraid of an object, patting them on the neck to relax and encourage them to approach the object is wrong. Do not reward a horse for spooking, but instead ask them to pass closer and closer to the object with one eye, then the other. Do not go straight to the scary object, and only when they willing approach (and sniff if possible), pet or praise them.
Another key to managing the natural behaviors while you are on the ground is to direct the horse’s feet. Horses dominate other horses by pushing their feet, so when leading a horse that pushes you, they are trying to dominate you. Instead use your elbow or arm to push the horse away, and always turn them away from you (i.e. to the right instead of to the left around you). Finally, when dealing with a very difficult horse, do not tackle correcting their behavior unless you have the knowledge and physical ability to correct them. A disobedient horse, such as one that bites or kicks, needs a very strong and immediate correction, much like another horse would do in the wild.
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