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ADT CTC (Puppers) > Animal Learning > Flashcards

Animal Learning Flashcards

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

1
Q

Foundation of all training

A

immediate consequences (OC) and associations (CC)

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2
Q

Real Work of Dog Trainers

practical understanding

A
  • Improve the dog’s behavior.
  • Bring owner’s expectations into a realistic range.
  • Find the sweet spot in the middle.
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3
Q

Intervention Categories

A
  • Management of behavior
  • Training and behavior modification
  • Normalizing, education, empathy building
  • Exercise, diet, mental stimulation
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4
Q

Operant Conditioning

A

Supplying immediate consequences contingent on particular operant behaviors you want to change.

“Dogs do what works.”

Learner’s choice is inherent to OC.

One of the most studied phenomena in the history of psychology, and quite possibly THE biggest goldmine for dog trainers.

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5
Q

Alternate OC term

A

Instrumental Conditioning

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6
Q

Classical Conditioning

CC

A

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

CS predicts UCS, resulting in CR.

Affects emotions.

Tip-offs about what will happen next. Behavior has no effect on outcome.

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7
Q

Alternate CC terms

A
  • Pavlovian Conditioning
  • Respondent Conditioning
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8
Q

Edward Lee Thorndike

coined term

A

Law of Effect

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9
Q

Define

Law of Effect

A

Behavior is a function of its consequences.

Animals adjust their behavior depending on the effects it achieves.

Edward Lee Thorndike

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10
Q

John Watson

coined term

A

Behaviorism

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11
Q

Define

Behaviorism

A

Behavior—rather than internal events—should be the stuff of psychology.

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12
Q

B. F. Skinner

coined terms and major focus

A
  • Operant Conditioning
  • Reinforcement
  • Punishment

How R and P affect the frequency of behavior.

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13
Q

Ivan Pavlov

coined term

A

Classical Conditioning

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14
Q

First question in training

Watershed decision

A

Is this dog upset?

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15
Q

Examples of “upset”

emotions

A
  • fearful
  • anxious
  • worried
  • stressed
  • uncomfortable
  • shutdown

Does not include amped up or excited.

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16
Q

Technique Choice Flow Chart

A

Systematic guide for which training technique to use based on actual circumstances.

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17
Q

Training a comfortable dog

Dog is not upset

A

Manipulate consequences using OC.

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18
Q

Training an upset dog

A

Change the underlying emotional response using CC.

Learn to see whatever is upsetting as safe or even good to end the motivation to hide, bark, growl, behave aggresively, etc.

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19
Q

Define:

CER

A

Conditioned Emotional Response

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20
Q

Define

Conditioned Emotional Response

how, + and -

A
  • CER procedure—CC to change emotional response
    • Counterconditioning
  • Side effect of R+ in OC and DRI
  • +CER—happy anticipation
  • -CER—fear or anxiety

i.e. teaching a dog to like being body-handled

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21
Q

CER Execution Rules

A

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

  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)
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22
Q

Very mildly upset dog

i.e. leary of new chrome garbage can

A

Habituation

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23
Q

Define and give examples (trashcan and mild fear of vacuum)

Habituation

A

Passive CC through exposure. Decreased anxiety to a stimulus over time—does not predict anything.

i.e. no action around trashcan, or leaving the vacuum on for a long time until it gets old

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24
Q

Mildly upset dog

i.e. afraid of vacuum

A
  • Classical counterconditioning procedure
  • Habituation
  • both

Can also use DRI for +CER side effect.

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25
Q

Define

Counterconditioning

mild vacuum example

A

Countering an existing emotional response with +CER.

i.e. cheese for +CER with a running vacuum

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26
Q

Moderately to intensely upset dog

i.e. severely afraid of vacuum

A
  • Desensitization and counterconditioning
  • Suggest med consult with vet
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27
Q

Define

Desensitization

severe vacuum example

A

Breaking down counterconditioning into smaller, easier steps the dog can handle.

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

Needed for moderate to severe emotional response

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28
Q

Technique Choice Flow Chart

Next question if using OC

A

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.
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29
Q

Making a behavior happen

why and how

A

Create opportunity to reinforce

  • prompting
  • shaping
  • capturing
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30
Q

Reinforcement

A

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

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31
Q

Decreasing a behavior

methods

A
  • DRI
  • Punishment
  • both

P- only—nothing scary or violent

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32
Q

Define

DRI

A

Differential Reinforcement of an Incompatible behavior

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33
Q

Define

Differential Reinforcement of Incompatible behavior

example (vacuum)

A
  • Develop an alternative behavior.
  • “Do this instead of that.”
  • +CER side effect
    • i.e. training to jump over the vacuum teaches a trick and creates +CER
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34
Q

Punishment

A

Any consequence which decreases the frequency of a behavior.

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35
Q

Define in general

Contingency

A

If/then relationship—one thing depends on another happening.

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36
Q

Define

OC contingency

examples (crate, raiding trash, taking aspirin, touching hot stove)

A

behavior-consequence contingency
* 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
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37
Q

Define and give examples

CC contingency

A

order of events
* if event X, then event Y next
* 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

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38
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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39
Q

Define

OC Quadrants

A

Classes of 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

Summarize

“Behavior doesn’t just flow like a fountain. Behavior is a tool animals use to produce consequences.”

quotation by Dr. Susan Friedman

A

No motivation, no training.

Behavior has costs, and needs an offsetting benefit to be worthwhile.

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41
Q

Behavior

as defined by Dr. Susan Friedman

A

A tool animals use to produce consequences.

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

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42
Q

Motivations for dogs

A
  • Avoid pain and extreme temperatures
  • Food
  • Water
  • Prey drive (critters and toys)
  • Being with someone the dog is bonded to
  • Praise, patting, and attention
  • Play opportunities
  • Other dogs
  • Walks
  • Interesting smells
  • Preferred resting surfaces like beds or sofas

Varies by dog and by time for each dog.

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43
Q

Food as a motivator

A

Works on all animals.

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44
Q

Give examples

Play Opportunities

A
  • tug
  • fetch
  • rough housing
  • dog-dog play
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45
Q

Trainer’s job

in OC

A

Identify current motivators and make them contingent on desired behaviors.

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46
Q

Define and give examples

Operant

A
  • 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 (reinforcement as consequence) and what doesn’t (punishment as consequence).
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47
Q

Response

A

A single repetition of a behavior.

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

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48
Q

Define and give examples

R+

A

Positive Reinforcement

Addition of reinforcement as consequence of target behavior.

Good stuff happens or starts.

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

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49
Q

Define and give examples

R-

A

Negative Reinforcement

End of ongoing punishment in response to target behavior

Bad stuff stops or goes away, aka relief.

Intuitive examples: stopping shock, ear pinch, or collar tightening

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50
Q

Define and give examples

P+

A

Positive Punishment

Addition of a punisher as the consequence of unwanted behavior.

Bad stuff starts or happens.

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

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51
Q

Define and give examples

P-

A

Negative Punishment

Removal of a reinforcer as the consequence of unwanted behavior.

Good stuff stops or goes away.

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

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52
Q

The quadrants free of adversives

i.e. deal with good stuff

A

R+ and P-

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53
Q

ABA

A

Applied Behavior Analysis

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54
Q

Define

Applied Behavior Analysis

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

A

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.

More broadly, ABA is the use of OC in applied settings.

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55
Q

Intention

in OC/ABA

A

Irrelevant.

The quadrant is defined by the effect on behavior (increase/maintain or decrease).

56
Q

Give examples

Adult human P-

A

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

57
Q

Chicken Camp P-

visual discrimination task

A
  • 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-
58
Q

Learning

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

A

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

59
Q

Stimulus

A

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

60
Q

Compound stimulus

A

Multiple stimuli occuring simultaneously

61
Q

CS

A

Conditioned Stimulus

“Here it comes!”

Always starts before US

62
Q

Novel CS

A

First experience with a stimulus is a more powerful conditioner

Major opportunities for +CER, moreso for puppies

63
Q

CS pre-exposure effect

A

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

64
Q

US or UCS

A

Unconditioned Stimulus

The “it” in, “Here it comes!”

The final event in the stimulus chain [i.e. primary?]

65
Q

US potency

regarding CER

A

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

66
Q

CR

A

Conditioned Response

The response obstained after CC

67
Q

UCR

A

Unconditioned Response

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

Also applies to pre-CC response to CS

[Use CCing if counter conditioning]

68
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

69
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!

70
Q

Behavior chain

A

Sequence of behaviors

71
Q

Define
Behavior analysis

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

A

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

72
Q

ABC

aka functional assessment/analysis

as taught by Dr. Susan Friedman

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

73
Q

“Bleeding”

regarding CER training

A

CS with duration starts before and overlaps the US

Advantageous but not required for CER training

74
Q

Backwards conditioning

A

Counterproductive CC/CER—US before target CS

Reduces CS potency

Don’t do it!

75
Q

Simultaneous conditioning

A

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

76
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

77
Q

Overshadow

A

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

78
Q

Block

A

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

79
Q

Time-shift

A

Delay competing CSs until after the target CS

needs an example

80
Q

Positive

A

Adding or intiating a stimulus as a consequence

81
Q

Negative

A

Removing, terminating, or subtracting a stimulus as a consequence.

82
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

83
Q

Effect of aversive stimulus

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

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.”

84
Q

Magnitude

A

Instensity or severity of a stimulus.

Applies to both reinforcers and punishers.

85
Q

Force-free

A

Training without the use of aversive stimuli

R+ and P-

86
Q

Antecedent

**break up card **

A

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

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

87
Q

Consequence

A

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

88
Q

Prompt

A

Antecedent that works naturally— even untrained dogs tend to respond

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

89
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!

90
Q

Prompting

A

Coaching or manufacturing a behavior so it can be reinforced

91
Q

Capturing

A

Reinforcing a behavior when a dog happens to do it

92
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

93
Q

Lure

A

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

94
Q

Fading

A

Gradual elimination of a prompt after the target behavior is strong

Stimulus control—removing one antecedent in favor of another

95
Q

Latency

A

Lag time between an antecedent and a behavior

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

96
Q

Infinity latency

A

Infinite time to perform a behavior after an antecedent

Dog still needs to be engaged—

97
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”

98
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

99
Q

Cue installation

A

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

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

100
Q

Prompt “jumping”

A

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

101
Q

Response cost—
Shopping for verbal

what, when, and side effect/remedy

A

Reliably prompt jumping, so higher criteria. No behavior on verbal.

  • Use the prompt
    • Lower magnitude R+
      • Praise but no treat, etc.
    • Conditioned punisher and mini timeout
      • Brief dead period in training session
      • No opportunity for R+

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

102
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

103
Q

Continuous reinforcement schedule

aka CRF or FR1

A

Every correct response is paid

Best schedule when building a new behavior

104
Q

Intermittent schedule

aka intermittent ratio schedule

A

Correct responses are sometimes paid

Variable schedules best maintain behavior

105
Q

Fixed ratio schedule

aka FR# (i.e. FR3)

A

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

106
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)

107
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

108
Q

Applications for intermittent schedules

A

Building duration

Resistance to extinction

Increasing variability

109
Q

Extinction

OC and CC

A

OC—Unreinforced behavior decreases

CC—CS without US weakens conditioning

110
Q

Extinction trial

A

Each occurence of a CS not followed by the US

111
Q

Matching Law

A

Animals invest their behavior to maximize known reinforcment schedule and magnitude

112
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

113
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.”

114
Q

Closed Economy

A

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

115
Q

Open Economy

A

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

116
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.

117
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

118
Q

Primary Reinforcers

aka Primaries or Unconditioned Reinforcers

A

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

119
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

120
Q

How to install a conditioned reinforcer

A

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

121
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.

122
Q

Anticipatory Behaviors

A

React to incoming primary

[update]

Feeding for position.

123
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.

124
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.

125
Q

“Safety” cue

A

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

126
Q

Punishment Schedules

A

Punishment must be used every time. Continuous punishment schedules.

127
Q

Warning Cues

Combine duplicates

A

“Careful,” “don’t,” or “gentle.”

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

Use ONCE.

128
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

129
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

130
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.

131
Q

Science

as explained by Dr. Susan Friedman in “He Said, She Said, Science Says”

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.

132
Q

Limits to B mod strategies

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

A

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

133
Q

Empowerment

Choice & control

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

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

134
Q

Learned helplessness

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

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.”

135
Q
A

ADT CTC (Puppers) (3 decks)

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