Animal Learning Flashcards

Question

Mildly upset dog | i.e. afraid of vacuum

Answer 1

* Classical counterconditioning procedure * Habituation * both | Can also use DRI for +CER side effect.

Answer 2

Countering an existing emotional response with +CER. i.e. cheese for +CER with a running vacuum

Answer 3

* **Desensitization and counterconditioning** * Suggest med consult with vet

Answer 4

Breaking down counterconditioning into smaller, easier steps the dog can handle. Gradual increase in intensity of unpleasant stimulus needed for moderate to severe emotional response. For severe fear of vacuum * Lie down vacuum while off * Strong R+ like cheese at a fairly comfortable distance * Gradually decrease distance * Put the vacuum in the upright position * Repeat distance reduction as above * Turn vacuum on * Repeat distance reduction as above

Answer 5

Goal to increase or decrease behavior? * increase desired behaviors * i.e. sit, down, stay, recall, etc. * decrease unwanted/problem behaviors * i.e. barking, chewing furniture, eliminating in the house, play biting, etc.

Answer 6

Create opportunity to reinforce * prompting * shaping * capturing

Answer 7

Any consequence which ***increases or maintains*** the frequency of a behavior.

Answer 8

We need behaviors to happen so we can reinforce them.

Answer 9

* DRI * Punishment * both | P- only—nothing scary or violent

Answer 10

Differential Reinforcement of an Incompatible behavior

Answer 11

One option to decrease an unwanted behavior. * **Develop an alternative [mutually exclusive] behavior.** * *"Do this instead of that."* * i.e. Sit for greeting means they can't jump * R+ training has a +CER side effect * i.e. training to jump over the vacuum teaches a trick and creates +CER to the vacuum itself

Answer 12

Any consequence which decreases the frequency of a behavior.

Answer 13

If/then relationship—one thing depends on another happening. | Training depends on the learner noticing the contingency—both in CC & OC

Answer 14

**Behavior-consequence** If this behavior, then that consequence. * owner lets dog out of crate for barking * dog eats tasty food for raiding the trash * headache goes away after taking aspirin * burned by touching hot stove | Connection between behavior (acting on the environment) and consequence. ## Footnote Pattern over time— B -> C -> modified B

Answer 15

**Order of events** If event X happens, then event Y follows. * Behavior has no effect on the contingency * Owner picks up briefcase, then dog is left alone for 6 hours * Fed at the same time everyday * Car rides predict trip to the dog park * Car rides predict scary vet visits * Different routes predict different destinations | aka Association between events

Answer 16

Strength in dogs! Recognizing fine discriminations between similar events. "When is it worthwhile to spend behavioral dollars?” ## Footnote i.e. route to vet vs. route to dog park

Answer 17

Classes of consequences defined by their method and effects on behavior. * method—adding or removing stimulus * effect on behavior—increased/maintained or decreased Can only be identified after the behavior change is observed. | They define the four corresponding kinds of OC. ## Footnote Often but not always intuitive—intention does *not* equal effect on behavior.

Answer 18

**No motivation, no training.** Reinforcement and punishment are the natural effects of consequences—do more of what works, and less of what doesn't. All behavior has costs, and needs an offsetting benefit to be worthwhile.

Answer 19

A tool animals use to produce consequences. | Dogs do what works! Trainer's job is to identify & employ motivators

Answer 20

**Basic needs and comfort** * Avoid pain and extreme temperatures * Food * Water * Preferred resting surfaces like beds or sofas **Prey Drive and Instincts** * Critters running away * Toys that simulate critters (ball, frisbee, tug) * Interesting smells * Walks **Social Behaviors** * Being with someone the dog is bonded to * Praise, patting, and attention * Play opportunities * Other dogs | Varies by dog and by time for each dog.

Answer 21

Works on all animals.

Answer 22

* tug * fetch * rough housing * dog-dog play

Answer 23

Identify current motivators and make them contingent on desired behaviors. | Manipulating consequences to change behavior.

Answer 24

* A class of behavior. * i.e. sitting, barking, pawing, urinating, nose-touching, etc. * *Operating* on the environment to produce certain immediate consequences. * Animals use operant behaviors on the environment to see what works (R as consequence) and what doesn't (P as consequence).

Answer 25

A single repetition of a behavior. | If your dog sits, that's one repetition of the operant "sitting."

Answer 26

Positive Reinforcement Addition of a motivator as consequence of target behavior. ***Anything given that increases or maintains a behavior.*** | Good stuff happens or starts. ## Footnote Intuitive examples: treat, door opening, play with toy, access to bed or sofa, patting

Answer 27

Negative Reinforcement, aka ***relief*** Termination of ongoing punishment in response to target behavior. Anything taken away that increases or maintains a behavior. | Bad stuff stops or goes away, aka ***relief*** from P+. ## Footnote Intuitive examples: stopping shock, ear pinch, or collar tightening

Answer 28

Positive Punishment Addition of a punisher as the consequence of unwanted behavior. Anything added that decreases the frequency of a behavior. | Bad stuff starts or happens. ## Footnote Intuitive examples: hurting or scaring the dog by yelling, striking, rolling or pinning, shocking, tightening prong collar, leash corrections/jerks, shake cans, spray collars

Answer 29

Negative Punishment Removal of a motivator or end of an enjoyable activity as the consequence of unwanted behavior. ***Anything terminated that decreases the frequency of a behavior.*** Nothing scary or violent is necessary for highly motivating punishment! | Good stuff stops or goes away—timeout ends freedom and R+ opportunities. ## Footnote Intuitive examples: **timeout**, toy put away, playmate disengages, no food reward, canceling a game or training session

Answer 30

Applied Behavior Analysis

Answer 31

The implementation of behavior principles and methods to solve practical behavior problems by carefully arranging antecedents [and consequences]. | About the actual effect on behavior, *not* the intention of the trainer. ## Footnote More broadly, ABA is the modern use of OC in applied settings.

Answer 32

Irrelevant. R & P are defined by the effect on behavior (increase/maintain or decrease).

Answer 33

Take away time and money. - parking tickets - fines, taxes, loss of income - ice cream falling on the sidewalk - a boring meeting - a penalty in sports (10 yards away from goal in football

Answer 34

* trained to peck target of particular color or shape * 2 minute training sessions * consequence of pecking an incorrect target is removal of the correct one for 20-30 seconds * loss of opportunity for R+ * high magnitude * major change in behavior (decrease in pecking incorrect target) after just a few P-

Answer 35

Behavior change due to experience [in OC and CC?]

Answer 36

Anything an animal can perceive—visual, auditory, tactile, olfactory, or taste

Answer 37

Multiple stimuli occuring simultaneously

Answer 38

Conditioned Stimulus "Here it comes!" *Always* starts before US

Answer 39

First experience with a stimulus is a more powerful conditioner Major opportunities for +CER, moreso for puppies

Answer 40

Prior experience with a CS creates a learned response, slowing a CER

Answer 41

Unconditioned Stimulus The "it" in, "Here it comes!" The final event in the stimulus chain

Answer 42

Rarity—pair a particular high magnitude reward 1:1 with the target CS for increased CER effect

Answer 43

Conditioned Response The response obtained after CC

Answer 44

Unconditioned Response Natural response to US/UCS (i.e. salivating) Also applies to pre-CC response to CS

Answer 45

End of a CS predicts the end of a US "There it goes!" or "closing the bar" Example—+CER for dogs being around, and reinforcers end when the dogs leave

Answer 46

Dogs are excellent at learning and estimating repeated time intervals, for better and for worse. | Be careful not to create an accidental CS!

Answer 47

Sequence of behaviors

Answer 48

The science of behavior change that studies functional relations between behavior and environmental events.

Answer 49

Antecedent-Behavior-Consequence contingency Smallest unit in OC—used to analyze the behaviors we want to understand, predict and change. | ID target B, then isolate & control immediate A and C to change behavior

Answer 50

CS with duration starts before *and overlaps* the US Advantageous but not required for CER training

Answer 51

Counterproductive CC/CER—US before target CS Reduces CS potency | Don't do it!

Answer 52

Counterproductive CC/CER—presenting CS with US at the same time as a compound stimulus

Answer 53

In the stimulus-rich, messy real world, your CS is always part of a compound stimulus Examples—time interval, putting on bait pouch, reaching for treats, bag crinkle, smell of food, praise

Answer 54

CS ignored in favor of intrinsically salient stimuli—smells, noticeable touch

Answer 55

A CS with established CR out-competing the new CS—reaching for treat pouch or pocket, bag crinkle

Answer 56

Delay competing CSs until after the target CS | needs an example

Answer 57

Adding or intiating a stimulus as a consequence | Regardless of whether it is reinforcement or punishment.

Answer 58

Removing, terminating, or subtracting a stimulus as a consequence. | Regardless of whether it is reinforcement or punishment.

Answer 59

The result which is contingent on a particular behavior | OC is the manipulation of consequences resulting in a change in behavior

Answer 60

Anything painful or scary. | If it's ongoing, the beginning is P+ and end is R-.

Answer 61

"People should view forceful and coercive training methods as stealing behavior that can be given to us instead by skillful use of positive reinforcement and facilitative antecedents."

Answer 62

Instensity or severity of a stimulus. higher magnitude = more motivating | Applies to both reinforcers and punishers.

Answer 63

Training without the use of aversive stimuli. | R+ and P- only.

Answer 64

The stimuli, events, and conditions that occur immediately before a behavior. In training, indicates *when* a behavior will be reinforced, increasing likelihood. ***What works when.*** | B is a function of C **in the presence of A** ## Footnote Two categories of immediate/formal antecedents—prompts and cues

Answer 65

Clues to the dog for when something might "work" that we don't notice or intend. * getting ready to leave * certain person is present * TV on in the evening

Answer 66

The stimuli, events, or conditions that immediately follow a behavior, influencing future frequency

Answer 67

Antecedent that works naturally to elicit a behavior—even untrained dogs tend to respond * food lure * crouching down * enticing/high-pitched noises or clapping * enticing creature or object * moving away quickly

Answer 68

Signal which elicits a behavior that ***only acquires meaning through training***. "Stylized" antecedent—no natural tendency toward a behavior | verbal cue, hand signal, or other trained cue ## Footnote **Only install on robust terminal behavior!** (What and why *then* when.)

Answer 69

Coaching or manufacturing a behavior so it can be reinforced. | Showing the "what" behavior.

Answer 70

Reinforcing a behavior when a dog happens to do it.

Answer 71

Rewarding the closest approximation to a target behavior, gradually increasing criteria until the final behavior is achieved. | Prompt or capture each approximation to develop the new behavior

Answer 72

Orienting prompt used to guide into a desired behavior.

Answer 73

Gradual elimination of a prompt after the target behavior is strong | Stimulus control—removing one antecedent in favor of another

Answer 74

Removing a prompt while still getting the behavior.

Answer 75

The dog has to have faith that reinforcement will come for following an empty-handed signal.

Answer 76

Won't perform a behavior without a lure. Use splits toward hand signal. | Bury the lure, pay from the other hand, gesture higher/faster

Answer 77

Lag time between an antecedent and a behavior | Usually faster with repeated reinforcement—B as a consequence of C ASAP

Answer 78

Infinite time to perform a behavior after an antecedent—freeze and wait. | Dog still needs to be engaged. No repeating prompts or cues!

Answer 79

Attaching a behavior strongly to a cue. ## Footnote Formal stimulus control means always performing the behavior on cue, never for any other cue, and never spontaneously "off cue"

Answer 80

Training as far on each behavior as the owner needs. | Off cue, multiple antecedents ("Sit" or at the door), or guessing wrong

Answer 81

Reminder to have a high level of confidence that a behavior will occur before adding a cue before the prompt. ## Footnote quote from Gary Wilkes

Answer 82

Creating CC between new antecedent (cue or A_c) and a known prompt (A_p) Must be sequential! Ac -> Ap -> B -> C

Answer 83

After a cue, the dog performs the B without waiting for the prompt

Answer 84

Reliably prompt jumping, so higher criteria. No behavior on verbal? Incentivize the jump. * Use the prompt * Lower magnitude R+ * Praise but no treat, etc. * Conditioned punisher (NRM) and mini timeout * Brief dead period in training session * No opportunity for R+ | May crash RoR—can alternate cost/no-cost to stay engaged.

Answer 85

Reduce or eliminate stimuli that precedes problematic behavior | i.e. physical barrier to prevent seeing passersby to head off barking

Answer 86

How often correct responses will be reinforced (and when they will not). | Different schedules have different uses and effects on behavior.

Answer 87

Every correct response is paid | Best schedule when building a new behavior

Answer 88

Correct responses are sometimes paid | Variable schedules best maintain behavior ## Footnote Casinos use intermittent R+ to keep people playing.

Answer 89

Reinforcement at a fixed ratio, such as FR3—every third correct response is paid | More reliable (resilient to extinction) B than continuous schedule

Answer 90

If the R is consistently too far apart, the dog might decide it isn't worthwhile.

Answer 91

Paying a set ratio of correct responses but for a variable trial, such as VR3—correct behavior is reinforced every third time *on average* (any 10 out of 30) | ***Most resistant to extinction (behavior survives longer without R)***

Answer 92

Reinforcement based on duration of an ongoing behavior. * Fixed interval—every X seconds * Variable interval—every Y seconds *on average* * Still structured—not at random | For behaviors without discete instances, such as duration down-stay

Answer 93

* Building duration * Resistance to extinction * Increasing variability

Answer 94

Breaking down contingencies to reverse conditioning OC—Unreinforced behavior decreases as it doesn’t “work” anymore CC—CS without US weakens conditioning (unreliable/inaccurate prediction)

Answer 95

Each occurence of a CS not followed by the US

Answer 96

**Expensive behaviors need high value rewards often enough.** Animals invest their behavior to maximize known reinforcment schedule and magnitude. They learn patterns and optimize for what works. We use this to get the behavior we want, and shake it up to keep getting what we want.

Answer 97

* Behaviors we want must pay well enough * Unwanted behavior must not payoff | Learner decides what is reinforcement—not intention!

Answer 98

Attachment of non-contingent (coincidental) reinforcement to a behavior by the learner, causing an unintended behavioral increase. Imagining an OC contingency that isn't there—adding something unnecessary along with the target behavior. | Self-reinforcing—behavior increases, so coincidences become more likely

Answer 99

Reduce or eliminate a freely given motivator to *establish* it as a more potent reinforcer. | Closing the economy. "Nothing in life is free."

Answer 100

100% of a motivator is earned through training, creating the strongest possible motivation.

Answer 101

When even a small percentage of a motivator is given freely.

Answer 102

Decrease the potency of a competing motivator through saturation. | Almost anything gets old if you get enough of it. ## Footnote i.e. 5 minute play session at the beginning of a group class, and another midway through.

Answer 103

Any high probability (preferred) behavior can be used to reinforce a lower probability (less preferred) behavior. Motivation always possible by using “distractions” as reinforcers. | The high probability behavior of eating a snacko can reward Sit or Come. ## Footnote Dunbar's take: turning distractions into rewards

Answer 104

Intrinsically rewarding stimuli—food, play, attention, interesting smells

Answer 105

Bridges the gap between the exact desired behavior and the delivery of a primary reinforcer. | Only valuable in OC

Answer 106

Straight CC—charging the secondary reinforcer (i.e. clicker) by immediately following with a primary (like cheese) repeatedly

Answer 107

Each click/reward instance in charging a secondary reinforcer. * Vary time between pairs to keep each trial separate. ## Footnote Ideal * spread throughout the day * pair with a variety of primaries

Answer 108

React to incoming primary [update] Feeding for position.

Answer 109

Marks the moment of unwanted behavior that earns P-. Always followed by a primary punishment such as timeout. | "Too bad" or other marker. Can be charged on the fly as needed. ## Footnote A ticket is punishing because it *always* precedes a primary punishment.

Answer 110

"Careful," "gentle," or similar to allow informed choice—repeating the behavior will result in P- | Puppy bites too hard—"careful." Puppy bites just as hard again—P-! ## Footnote Give *ONCE* and only once for efficacy.

Answer 111

Indicates correct choice after warning cue (i.e. thank you) | give an example

Answer 112

Punishment must be used *every time.* Continuous punishment schedules.

Answer 113

"Careful," "don't," “easy,” or "gentle." Gives warning before a secondary punisher, allowing for an informed choice of next behavior. | Use ***ONCE.***

Answer 114

Go over importance of doing P- *each and every time.* Human tendency to not follow through because it feels like a lot of work (Premackian broccoli!)—strict consistency makes P- highly efficacious ## Footnote AL2 slide 27: mentions Timeouts: What to Expect handout

Answer 115

Increase motivation by matching a more undesirable behavior with a more expensive penalty. | Cancelling whole training session instead of delaying a few seconds

Answer 116

Major exception to close timing between behavior and consequence needed for CC. Can be minutes or hours later, especially if a novel food.

Answer 117

A process of self-correction over time through peer-review and independent verification of findings—more valuable than conventional wisdom | May change later, but it provides the very best, most reliable info now.

Answer 118

"Behavior change strategies are limited only by our imagination and our commitment to using the most positive, least intrusive, effective strategies."

Answer 119

"...To the greatest extent possible all animals should be empowered to exercise personal control over significant environmental events." "...One part of what makes consequences reinforcing is the power to control one’s own outcomes." | Study: babies with control over mobiles happier than babies without it

Answer 120

"...A lack of control can have pathological effects including depression, learning disabilities, emotional problems ...and suppressed immune system activity." Animals subjected to aversive stimuli without ability to escape will later remain passive in the presence of the stimuli even with ability to escape. ***Adverse effects of lack of control can be minimized "by providing them with experiences in which their behavior is effective."***

Answer 121

Behavior is like a stone thrown into a pond, with antecedents and consequences rippling out from it. Antecedents ripple backwards in time, and consequences ripple forwards. 99% of the time we only need to understand the first ripple—the most immediate antecedents and consequences.

Answer 122

False Any healthy animal's behavior is organized (OC).

Animal Learning Flashcards

Animal Learning modules, "He Said, She Said, Science Says" by Dr. Friedman