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ADT CTC (Puppers) > Animal Learning > Flashcards

Animal Learning Flashcards

1
Q

Operant Conditioning

aka Instrumental Conditioning

A

“Dogs do what works.”

Operating on the environment to produce certain consequences.

Learner’s choice is inherent to OC.

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2
Q

Learning

A

Behavior change due to experience

From “He Said, She Said, Science Says” by Dr. Friedman

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3
Q

Classical Conditioning

aka Pavlovian or Respondent Conditioning

A

Learned association between event—anticipating an event when another reliably predicts it

CS predicts UCS, resulting in CR

Tip-offs about what will happen next.

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4
Q

Stimulus

A

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

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5
Q

Compound stimulus

A

Multiple stimuli occuring simultaneously

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6
Q
A
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7
Q

CS

A

Conditioned Stimulus

“Here it comes!”

Always starts before US

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8
Q

Novel CS

A

First experience with a stimulus is a more powerful conditioner

Major opportunities for +CER, moreso for puppies

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9
Q

CS pre-exposure effect

A

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

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10
Q

US or UCS

A

Unconditioned Stimulus

The “it” in, “Here it comes!”

The final event in the stimulus chain

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11
Q

US potency

regarding CER

A

Rarity—pair a high magnitude reward only with the target CS for increased CER effect

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12
Q

CR

A

Conditioned Response

The response obstained after CC

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13
Q

UCR

A

Unconditioned Response

Natural response to US/UCS (i.e. salivating)

Also applies to pre-CC response to CS

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14
Q

Offset training

A

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

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15
Q

Temporal conditioning

A

Dogs are excellent at learning and estimating repeated time intervals, for better and for worse.

Be careful not to create an accidental CS!

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16
Q

Behavior chain

A

Sequence of behaviors

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17
Q

Behavior analysis

A

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

From “He Said, She Said, Science Says” by Dr. Friedman

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18
Q

ABA

A

Applied Behavior Analysis

The implementation of behavior principles and methods to solve practical behavior problems by carefully arranging antecedents

About the actual effect on behavior, not the intention of the trainer

Detailed definition from “He Said, She Said, Science Says” by Dr. Friedman

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19
Q

ABC

aka functional assessment/analysis

A

Antecedent-Behavior-Consequence contingency

Smallest unit in OC, used to analyze the
behaviors we want to understand, predict and change

ID the B, then isolate and control immediate A and C to change behavior

as taught by Dr. Susan Friedman

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20
Q

DRI

A

Differential Reinforcement of an Incompatible behavior

CER side effect

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21
Q

CER

A

Condition Emotional Response

+CER—happy anticipation

-CER—fear or anxiety

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22
Q

CER Execution Rules

A
  1. Correct order of events (CS occurs or starts before US)
  2. 1:1 ratio of CS:US (CS without US is an extinction trial)
  3. Weaken competing CSs (via extinction trials, single CER trials at random times if possible)

Critical to success of CER! Must follow the rules to a T.

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23
Q

“Bleeding”

regarding CER training

A

CS with duration starts before and overlaps the US

Advantageous but not required for CER training

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24
Q

Backwards conditioning

A

Counterproductive CC/CER—US before target CS

Reduces CS potency

Don’t do it!

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25
Q

Simultaneous conditioning

A

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

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26
Q

Competing CS

A

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

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27
Q

Overshadow

A

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

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28
Q

Block

A

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

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29
Q

Time-shift

A

Delay competing CSs until after the target CS

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30
Q

Intervention Categories

A
  • Management of behavior
  • Training
  • Normalizing, education, empathy building
  • Exercise, diet, mental stimulation
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31
Q

Counterconditioning

A

Countering an existing emotional response with positive CER

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32
Q

Desensitization

A

Small, achievable steps toward counterconditioning

Needed for moderate to severe emotional response

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33
Q

Contingency

A

OC: if behavior, then consequence

CC: if event X, then event Y

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34
Q

Discrimination learning

A

Strength in dogs: recognizing fine discriminations between similar events

“When is it worthwhile to spend behavioral dollars”

i.e. route to vet vs. route to dog park

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35
Q

Reinforcement

A

Consequence which increases or maintains a behavior

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36
Q

Punishment

A

Consequence which decreases behavior

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37
Q

Positive

A

Adding or intiating a stimulus as a consequence

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38
Q

Negative

A

Removing, terminating, or subtracting a stimulus as a consequence

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39
Q

OC quadrants

A

Classes on consequences defined by their method and effects on behavior

Often but not always intuitive—intention does not equal effect on behavior

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40
Q

R+

Positive reinforcement

A

Addition of reinforcement as consequence of target behavior

Good stuff happens

Intuitive examples: treat, door opening, play with toy, access to bed or sofa, patting

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41
Q

R-

Negative reinforcement

A

End of ongoing punishment in response to target behavior

Bad stuff goes away, aka relief

Intuitive examples: stopping shock, ear pinch

42
Q

P+

Positive punishment

A

Addition of punisher as consequence of unwanted behavior

Bad stuff happens

Intuitive examples: hurting or scaring the dog by yelling, striking, rolling or pinning, shocking, tightening prong collar, leash correction, shake cans, spray collars

43
Q

P-

Negative punishment

A

Removal of reinforcer as consequence of unwanted behavior

Good stuff goes away

Intuitive examples: timeout, toy put away, playmate disengages, no food reward, canceling a game or training session

44
Q

Behavior

B

A

A tool animals use to produce consequences

Dogs do what works! Trainer’s job is to identify and employ motivators

from Dr. Susan Friedman

45
Q

Operant

A

A class of behavior

Sitting, barking, pawing, urinating, nose-touching, etc.

46
Q

Response

A

A single repetition of a behavior

If your dog sits, that’s one repetition of the operant “sitting.”

47
Q

Consequence

C

A

The result which is contingent on a particular behavior

OC is the manipulation of consequences resulting in a change in behavior

48
Q

Aversive stimulus

A

Painful or scary stuff

“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.”

quotation from “He Said, She Said, Science Says” by Dr. Friedman

49
Q

Magnitude

A

Instensity or severity of a stimulus

Applies to both reinforcers and punishers

50
Q

Force-free

A

Training without the use of aversive stimuli

R+ and P-

51
Q

Antecedent

A

The stimuli, events, and conditions that occur immediately before a behavior occurs.

In training, an indicator of when a behavior will be reinforced, increasing likelihood.

Comes before a behavior—B is a function of C in the presence of A

Two categories of immediate/formal antecedents—prompts and cues

52
Q

Consequence

A

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

53
Q

Prompt

A

Antecedent that works naturally— even untrained dogs tend to respond

food lures, enticing/high-pitched noises or clapping, creature or object

54
Q

Cue

A

Signal which elicits a behavior—only acquires meaning through training

verbal cue, hand signal, or other trained cue

No natural tendency toward a behavior—dog must learn the meaning. Only install on robust terminal behavior!

55
Q

Prompting

A

Coaching or manufacturing a behavior so it can be reinforced

56
Q

Capturing

A

Reinforcing a behavior when a dog happens to do it

57
Q

Shaping

A

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

58
Q

Lure

A

An orienting prompt used to guide a dog into a desired behavior

59
Q

Fading

A

Gradual elimination of a prompt after the target behavior is strong

Stimulus control—removing one antecedent in favor of another

60
Q

Latency

A

Lag time between an antecedent and a behavior

Usually faster with repeated reinforcement—B as a consequence of C

61
Q

Infinity latency

A

Infinite time to perform a behavior after an antecedent

Dog still needs to be engaged—

62
Q

Stimulus control

A

Attaching behavior strongly to a cue

Formal stimulus control means always performing the behavior on cue, never for any other cue, and never spontaneously “off cue”

63
Q

Fifty Buck Bet

A

Reminder to have a high level of confidence that a behavior will occur before adding a cue before the prompt

quote from Gary Wilkes

64
Q

Cue installation

A

Creating CC between new antecedent (cue or Ac) and a known prompt (Ap)

Must be sequential! Ac -> Ap -> B -> C

65
Q

Prompt “jumping”

A

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

66
Q

Response cost

Cost for failure on verbal

A

Reliably prompt jumping, so higher criteria. No behavior? Prompt but lesser reinforcement for behavior (i.e. praise but no treat), or conditioned punisher and brief dead period in training (mini timeout with no opportunity for R+)

May crash RoR—can alternate cost/no-cost to stay engaged

67
Q

Antecedent intervention

in behavior problems

A

Reduce or eliminate stimuli that precedes problematic behavior

i.e. physical barrier to prevent seeing passersby to head off barking

68
Q

Continuous reinforcement schedule

aka CRF or FR1

A

Every correct response is paid

Best schedule when building a new behavior

69
Q

Intermittent schedule

aka intermittent ratio schedule

A

Correct responses are sometimes paid

Variable schedules best maintain behavior

70
Q

Fixed ratio schedule

aka FR# (i.e. FR3)

A

Reinforcement at a fixed ratio, such as FR3—every third correct response is paid

71
Q

Variable ratio schedule

aka VR# (i.e. VR5)

A

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)

72
Q

Interval schedule

A

Reinforcement based on duration

Fixed interval—every X seconds

Variable interval—every Y seconds on average

For behaviors without discete instances, such as duration down-stay

73
Q

Applications for intermittent schedules

A

Building duration

Resistance to extinction

Increasing variability

74
Q

Extinction

A

OC—Unreinforced behavior decreases

CC—CS without US weakens conditioning

75
Q

Extinction trial

A

Each occurence of a CS not followed by the US

76
Q

Matching Law

A

Animals invest their behavior to maximize known reinforcment schedule and magnitude

77
Q

Superstitious learning

A

Attachment of non-contingent (coincidental) reinforcement to a behavior by the learner, causing an unintended behavioral increase

Self-reinforcing—behavior increases, so coincidences become more likely

78
Q

Establishing Operation

A

Reduce or eliminate a freely given motivator to establish it as a more potent reinforcer.

Closing the economy. “Nothing in life is free.”

79
Q

Closed Economy

A

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

80
Q

Open Economy

A

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

81
Q

Abolishing Operation

A

Decrease the potency of a competing motivator through saturation.

Almost anything gets old if you get enough of it.

i.e. 5 minute play session at the beginning of a group class, and another midway through.

82
Q

Premack’s Principle

Grandma’s Rule

A

Any high probability (preferred) behavior can be used to reinforce a lower probability (less preferred) behavior.

There is always a highest probability behavior, thus it’s possible to motivate an animal. We can use a “distraction” as a reinforcer.

The high probability behavior of eating a snacko can reward Sit or Come.

Dunbar’s take: turning distractions into rewards

83
Q

Primary Reinforcers

aka Primaries or Unconditioned Reinforcers

A

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

84
Q

Conditioned Reinforcer

aka Secondary Reinforcer, Reward Mark, or Bridge

A

Bridges the gap between the exact desired behavior and the delivery of a primary reinforcer.

Only valuable in OC

85
Q

Installing a conditioned reinforcer

A

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

86
Q

Conditioning Trial

aka Pairing

A

Each click/reward instance in charging a secondary reinforcer.

Use variable timing to keep each trial separate.

If possible, do conditioning trials throughout the day. Also use the secondary (clicker) before various primaries.

87
Q

Anticipatory Behaviors

A

React to incoming primary

[update]

Feeding for position.

88
Q

Conditioned Punishers

aka Secondary Punishers

A

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.

A ticket is punishing because it always precedes a primary punishment.

89
Q

Warning cues

A

“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-!

Give ONCE and only once for efficacy.

90
Q

“Safety” cue

A

Indicates correct choice after warning cue (i.e. thank you)

91
Q

Punishment Schedules

A

Punishment must be used every time. Continuous punishment schedules.

92
Q

Warning Cues

A

“Careful,” “don’t,” or “gentle.”

Gives warning before a secondary punisher, allowing for an informed choice of next behavior.

Use ONCE.

93
Q

P- client compliance

A

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

AL2 slide 27: mentions Timeouts: What to Expect handout

94
Q

Punishment Magnitude

A

Increase motivation by matching a more undesirable behavior with a more expensive penalty.

Cancelling whole training session instead of delaying a few seconds

95
Q

Taste Aversion Learning

A

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

96
Q

Science

as explained by Dr. Susan Friedman

A

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.

From “He Said, She Said, Science Says”

97
Q

Law of Effect

A

Behavior is a function of its consequences

98
Q

B mod strategies

A

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

From “He Said, She Said, Science Says” by Dr. Friedman

99
Q

Empowerment

Choice & control

A

“…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

From “He Said, She Said, Science Says” by Dr. Friedman

100
Q

Learned helplessness

A

“…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.”

From “He Said, She Said, Science Says” by Dr. Friedman

101
Q
A

ADT CTC (Puppers) (3 decks)

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