Effects of Enrichment Type, Presentation and Social Status on Enrichment Use and Behaviour of Sows with Electronic Sow Feeding
Bibliographic record
Abstract
The goal of this study was to identify practical enrichments for sows in partially or fully slatted pen systems. Four treatments were applied: (1) Constant: constant provision of wood on chain; (2) Rotate: rotation of rope, straw and wood enrichments; (3) Stimulus: rotation of enrichments (as in Rotate) with an associative stimulus (bell or whistle); and (4) Control: no enrichment, with each treatment lasting 12 days. Six groups of 20 ± 2 sows were studied from weeks 6 to 14 of gestation in pens with one electronic sow feeder. Each group received all treatments in random order. Six focal animals (3 dominant and 3 subordinate) were selected per pen using a feed competition test. Digital photos were collected at 10 min intervals for 8 h (between 8 a.m. and 4 p.m.) on 4 days/treatment (d 1, 8, 10 and 12) to record interactions with enrichment. Skin lesions were assessed on days 1 and 12, and saliva cortisol samples collected in weeks 6, 10 and 14 of gestation on focal pigs. Sows spent more time in contact with enrichments in Rotate and Stimulus treatments than Constant. Enrichment treatments did not influence lesion scores. Subordinate sows spent more time standing and near enrichments than dominants. Subordinate sows also received more skin lesions and had higher salivary cortisol concentrations than dominants. These results indicate that access to enrichment is valued by sows but can result in greater aggression directed towards subordinates.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".