By Francoise Wemelsfelder (auth.), Michael W. Fox D.Sc., Ph.D., B.Vet.Med., MRCVS, Linda D. Mickley B.S. (eds.)
This publication, the 1st in an annual sequence, written via academicians scientists, philosophers and others-is no longer meant solely for an imal welfarists and conservationists. because it is written* by means of students, it's going to entice a variety of educational readers who're concerned with animals for clinical, fiscal, altruistic, and different purposes. whereas this primary quantity can't hide the complete spectrum of animal welfare science-related issues, it does, in its variety of con tributions, display the multi-faceted and interdisciplinary nature of the topic of this new sequence. certainly, animals are as a lot a vital part of society as we're based upon them. the various interfaces among us and the billions of animals below our dominion (as good because the setting upon which the welfare of human and non-human animals alike is finally de pendent) have their separate beneficial properties: trapping and natural world deal with ment; laboratory animal learn; whaling and fishing; veterinary perform; agriculture and farm animal husbandry; horse racing and the possession of animal partners; the propagation of captive natural world and their protection within the wild; using animals as partners and for the needs of vicarious entertainment.
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Additional info for Advances in Animal Welfare Science 1984
Both sets of rearing techniques provided the child with information intended to help the child to recognize cues of distress and feelings of the victim; to demonstrate ways of helping, and to indicate the consequences of such helping for the victim. The "A" and lOB" procedures differed in two important respects: (1) Principles expressed by the adult in A conditions were only at the level of the hypothetical or abstract; in B conditions principles were put into practice with real consequences for the distressed persons.
11. Child is eating a snack and tries to share her animal crackers with the dog. 12. Child pulls dog's ears and dog gives a high little squeak. Mother notes that child doesn't seem to realize that those are squeaks of pain. " Then he puts his arms around the dog's neck, puts his cheek to the dog's head and is sweet and gentle. ) *Excerpted from mothers' observational records. their altruism. This variability might result, in part, from differences in what children are being taught by their parents about responsiveness to the needs of others.
Standard emotional incidents were also introduced. Each week either the mother or a home visitor acted out a distress emotion in the home. These procedures provided thousands of incidents which were then analyzed to determine (a) developmental changes in children's reactions to other's distress and (b) parental socialization practices that were more or less likely to produce altruism. Several hundred of these incidents involved reports of children's feelings and behaviors toward animals. There are very distinct age changes in how children react to another's distress during the second year of life (Zahn-Waxler and Radke-Yarrow 1982).
Advances in Animal Welfare Science 1984 by Francoise Wemelsfelder (auth.), Michael W. Fox D.Sc., Ph.D., B.Vet.Med., MRCVS, Linda D. Mickley B.S. (eds.)