Cognitive performance for 2 strains of broiler birds in homogenous and mixed grouping system

Assessment of positive experiences using associative learning in chickens

To determine whether differences in positive experiences can influence associative learning ability, 2 tasks were conducted with 90 laying hens at the peak of the laying period. The selected hens were reared in a larger flock under the same housing conditions without perches, so they had the same rearing experiences and were moved to either enriched cages or to the floor system at 16 wk of age. They belonged to 3 breeds (Slovenian barred hen: Ba; brown hen: Br; silver hen, S), with 30 hens per breed. The predictor signal, the sound of a clicker, with a 3-second delayed reinforcer (commercial layer feed) was used to mark the desired behaviour (pecking for feed). Hens that associated feed with a clicker (85.06%) were taught 2 tasks, the colour discrimination task (CD) and the target following task (TF). In the CD, the hens had to discriminate between yellow, red and blue colors and peck at a yellow magnet only. In the TF, the desired behaviour was to follow a target, a purple ball on a stick, from 1 perch to another and peck it at the end of the perch. The main results of the hens associating the signal with feed were that the Ba hens learned faster than the S hens (P = 0.006) and required fewer clicker sounds than the Br hens in the CD (P = 0.003). Floor hens that completed CD or TF or both took less time to complete the task (CD, P = 0.03, TF, P = 0.06; both tasks, P = 0.02) or with fewer clicker sounds (CD task; P = 0.02) than cage hens. Although these results suggest that Ba hens and floor hens showed better associate learning performance, probably because they perceived their environment as more rewarding and thus potentially more positive, caution is needed in interpretation considering social experiences and that the ability to perch and the ability to move quickly on a perch can be confounded in TF and both tasks can be confounded with foraging ability.

The impact of environmental and social factors on learning abilities: a meta-analysis

Since the 1950s, researchers have examined how differences in the social and asocial environment affect learning in rats, mice, and, more recently, a variety of other species. Despite this large body of research, little has been done to synthesize these findings and to examine if social and asocial environmental factors have consistent effects on cognitive abilities, and if so, what aspects of these factors have greater or lesser impact. Here, we conducted a systematic review and meta-analysis examining how different external environmental features, including the social environment, impact learning (both speed of acquisition and performance). Using 531 mean-differences from 176 published articles across 27 species (with studies on rats and mice being most prominent) we conducted phylogenetically corrected mixed-effects models that reveal: (i) an average absolute effect size |d| = 0.55 and directional effect size d = 0.34; (ii) interventions manipulating the asocial environment result in larger effects than social interventions alone; and (iii) the length of the intervention is a significant predictor of effect size, with longer interventions resulting in larger effects. Additionally, much of the variation in effect size remained unexplained, possibly suggesting that species differ widely in how they are affected by environmental interventions due to varying ecological and evolutionary histories. Overall our results suggest that social and asocial environmental factors do significantly affect learning, but these effects are highly variable and perhaps not always as predicted. Most notably, the type (social or asocial) and length of interventions are important in determining the strength of the effect.

Factors Influencing Individual Variation in Farm Animal Cognition and How to Account for These Statistically

For farmed species, good health and welfare is a win-win situation: both the animals and producers can benefit. In recent years, animal welfare scientists have embraced cognitive sciences to rise to the challenge of determining an animal's internal state in order to better understand its welfare needs and by extension, the needs of larger groups of animals. A wide range of cognitive tests have been developed that can be applied in farmed species to assess a range of cognitive traits. However, this has also presented challenges. Whilst it may be expected to see cognitive variation at the species level, differences in cognitive ability between and within individuals of the same species have frequently been noted but left largely unexplained. Not accounting for individual variation may result in misleading conclusions when the results are applied both at an individual level and at higher levels of scale. This has implications both for our fundamental understanding of an individual's welfare needs, but also more broadly for experimental design and the justification for sample sizes in studies using animals. We urgently need to address this issue. In this review, we will consider the latest developments on the causes of individual variation in cognitive outcomes, such as the choice of cognitive test, sex, breed, age, early life environment, rearing conditions, personality, diet, and the animal's microbiome. We discuss the impact of each of these factors specifically in relation to recent work in farmed species, and explore the future directions for cognitive research in this field, particularly in relation to experimental design and analytical techniques that allow individual variation to be accounted for appropriately.