Animal–visitor interactions in the modern zoo: Conflicts and interventions

Fernández, Eduardo J.; Tamborski, Michael; Pickens, Sarah R.; Timberlake, William

doi:10.1016/j.applanim.2009.06.002

Cited by 241 publications

(261 citation statements)

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“…Some studies have correlated such displays with visitor learning, as they increase interest in and empathy for the animals, however, these studies have concluded that naturalistic displays have been shown to have only a cognitive learning impact on zoo visitors [14,15]. Furthermore, these studies did not involve follow up and therefore could not determine if learning was long term.…”

Section: Education and Standard Zoosmentioning

confidence: 94%

Are Mobile Live Animal Programs Educationally Beneficial? A Critical Assessment of the Human Learning Component Underlying Traveling Animal Exhibits

Sussman¹

2017

Preprint

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positive and negative education and to examine how and if these types of learning can be measured in regard to MLAPs. The conclusion reached is that there is no evidence of affective learning that results in increased conservation efforts from participating in MLAPs, and, furthermore, there is an accumulation of learning that occurs in the form of a negative emotional and intellectual perception of non-human species. Given the accumulation of negative educational value that outweighs any cognitive acquisition of facts regarding the animals being presented, the conclusion reached is that it is not recommended, based on their purported educational claims, that MLAPs be given special consideration when it comes to laws restricting or prohibiting animal use within municipal or provincial/state boundaries. This information can be used to help shape future legislation that works to protect non-human animals, and contributes to our perceptions of non-human animals as persons rather than commodities.Abstract: This paper assesses whether there is intrinsic positive educational value in travelling animal presentations and exhibits, referred to here as Mobile Live Animal Programs (MLAPs). Given that educational claims serve as the basis for allowing MLAPs to operate in many jurisdictions throughout Canada and the United States, it is essential to examine whether these purported claims are valid.This study takes a twofold approach of examining first, what constitutes an MLAP and how such programs are situated within the larger context of animal observation and tourism, and second, what constitutes both positive and negative education, and how such learning can empirically be measured in these settings. This approach provokes the ethical question of whether or not MLAPs should be allowed to operate given the high price paid not only by the individual animals used, but also to our psychological, emotional, and intellectual relationship with other species when we use non-human animals for our own knowledge, pleasure or comfort. The paper concludes that we must consider that the pervasive problem of negative education, that using displaced captive wild animals as learning tools that highlights human control over them, their objectification and their exploitation, is not justified by the purported positive educational claims of MLAPs.

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Section: Education and Standard Zoosmentioning

confidence: 94%

Are Mobile Live Animal Programs Educationally Beneficial? A Critical Assessment of the Human Learning Component Underlying Traveling Animal Exhibits

Sussman¹

2017

Preprint

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“…The presence of the observer might influence particularly the expression of subtle behaviours such as play or sexual behaviours (Martin and Bateson, 1993) and also abnormal behaviours (Broom, 1983). The effect of the presence of humans on the behaviour and expression of abnormal behaviours has been studied in zoo animals (see Fernandez et al, 2009 for review); however, only little has been studied on farm animals such as cattle.…”

Section: Introductionmentioning

confidence: 99%

Effects of the observation method (direct v. from video) and of the presence of an observer on behavioural results in veal calves

Leruste

Bokkers

Sergent

et al. 2013

Animal

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This study aimed at assessing the effect of the observation method (direct or from video) and the effect of the presence of an observer on the behavioural results in veal calves kept on a commercial farm. To evaluate the effect of the observation method, 20 pens (four to five calves per pen) were observed by an observer for 60 min (two observation sessions of 30 min) and videorecorded at the same time. To evaluate the effect of the presence of the observer in front of the pen, 24 pens were video-recorded on 4 consecutive days and an observer was present in front of each pen for 60 min (two observation sessions of 30 min) on the third day. Behaviour was recorded using instantaneous scan sampling. For the study of the observer's effect, the analysis was limited to the posture, abnormal oral behaviour and manipulation of substrates. The two observation methods gave similar results for the time spent standing, but different results for all other behaviours. The presence of an observer did not affect the behaviour of calves at day level; however, their behaviour was affected when the observer was actually present in front of the pens. A higher percentage of calves were standing and were manipulating substrate in the presence of the observer, but there was no effect on abnormal oral behaviour. In conclusion, direct observations are a more suitable observation method than observations from video recordings for detailed behaviours in veal calves. The presence of an observer has a short-term effect on certain behaviours of calves that will have to be taken into consideration when monitoring these behaviours.

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“…Within the ABAI, there already exists an animal behavior special interest group, and it provides a formal connecting point within the association. Some of the professionals in this group have carried out research in zoos (e.g., Fernandez et al 2009), and others have worked as consulting applied behavior analysts with both exotic and domesticated species. There are other notable examples of behavior analysts working with exotic and domesticated species, including a student group at the University of North Texas, the Organization for Reinforcement Contingencies with Animals (ORCA), that host an annual meeting to discuss and evaluate progress in the art and science of animal training.…”

Section: A Current Working Model In San Franciscomentioning

confidence: 99%

Advancing Behavior Analysis in Zoos and Aquariums

Maple

Segura

2014

BEHAV ANALYST

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Zoos, aquariums, and other captive animal facilities offer promising opportunities to advance the science and practice of behavior analysis. Zoos and aquariums are necessarily concerned with the health and well-being of their charges and are held to a high standard by their supporters (visitors, members, and donors), organized critics, and the media. Zoos and aquariums offer unique venues for teaching and research and a locus for expanding the footprint of behavior analysis. In North America, Europe, and the UK, formal agreements between zoos, aquariums, and university graduate departments have been operating successfully for decades. To expand on this model, it will be necessary to help zoo and aquarium managers throughout the world to recognize the value of behavior analysis in the delivery of essential animal health and welfare services. Academic institutions, administrators, and invested faculty should consider the utility of training students to meet the growing needs of applied behavior analysis in zoos and aquariums and other animal facilities such as primate research centers, sanctuaries, and rescue centers.Keywords Animal training . Animal welfare . Aquariums . Behavior analysis . Environmental enrichment . Zoo biology . ZoosPsychologists trained in behavior analysis have a long history of conducting basic and applied research with exotic wildlife in zoos, aquariums, and specialized marine parks. At one time, operant conditioning techniques were routinely deployed to train cetaceans (dolphins and porpoises) in studies of discrimination, sensory perception, and echolocation (Kellogg and Rice 1966;Pryor 1981;Tavolga 1966). Many studies of cetaceans and pinnipeds (seals, sea lions, walrus) have been published in psychology journals, including the

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Animal–visitor interactions in the modern zoo: Conflicts and interventions

Cited by 241 publications

References 30 publications

Are Mobile Live Animal Programs Educationally Beneficial? A Critical Assessment of the Human Learning Component Underlying Traveling Animal Exhibits

Are Mobile Live Animal Programs Educationally Beneficial? A Critical Assessment of the Human Learning Component Underlying Traveling Animal Exhibits

Effects of the observation method (direct v. from video) and of the presence of an observer on behavioural results in veal calves

Advancing Behavior Analysis in Zoos and Aquariums

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