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Advanced Aggression Module 1 - A Batson > Module 1 > Flashcards

Module 1 Flashcards

1
Q

Aggression can be displayed due to;

A 
Fear
Disease
Predatory patterns
Frustration 
Conflicting emotions
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2
Q

Factors affecting new learning

A
  • Pain
  • other disease (may inhibit memory consolidation)
  • Age
  • Sleep amounts and types - can affect concentration, function consolidation of hippocampus
  • Stress (cortisol impacts on hippocampal function)
    -Exercise (stress, species, appropriate exercise)
    -Medications (may inhibit memory consolidation)
  • Diet/nutrition
    Context of learning experience
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3
Q

Types of learning

A
  • overshadowing
  • Blocking
  • Saliency
  • Long term potentiation/frequency
  • contiguity
  • preparedness
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4
Q

Latent inhibition aka cs pre-exposure

A

is the ability of a pre-exposed nonreinforced stimulus to inhibit later stimulus-response learning

Change the context around the CS and new learning can occur

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5
Q

US Pre-exposure

A

the result of a subject’s exposure to and familiarization with an unconditioned stimulus before the beginning of a conditioning trial. Familiarization slows the development of a conditioned response to the unconditioned stimulus.

CS needs to be changed to allow learning to occur

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6
Q

Associated Long Term Potentiation

A

Learning about other stimuli at the same time as the main stimulus

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7
Q

purpose of associated memories

A

to know whether to approach or avoid

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8
Q

Advantages of using SD

A
  • can prevent frustration
  • learning is more predictable
  • can be speed up learning
  • has the potential to limit behaviour change/reduce responses if later training not practiced without the SD
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9
Q

Perceptual learning

A

the process by which the ability of our sensory systems respond to stimuli is improved for the long term through practice or experience

Form of non-associative learning

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10
Q

attentional weighting

A

learning what to pay more attention to in the environment

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11
Q

Compound stimuli

A

compound stimulus is greater then the sum of its parts

can be outside the realm of our abilities to recognise which may hinder cc

need to identify as many pieces of stimuli, work on them individually and then put them back together again

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12
Q

Observational learning

A

aka - social learning, observational conditioning , modeling

Type of associative learning

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13
Q

Pedagogy Hypothesis

A

How you learn and who you learn from in humans

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14
Q

3 elements of pedagogy hypothesis

A

Ostension
- communicating about future communicative action
Reference
- Willingness to follow another’s directing cues
Relevance
- expectancy of the learn that the information provided is relevant

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15
Q

2 other factors in observational learning

A

Preparedness

Contingency

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16
Q

Neurotransmitter important in attention

A

Acetylcholine

can affect observational learning

17
Q

Flow model

A

The level of challenge posed by a task and the skills of the individual faced with it, are critical to the emotional experience associated with the task performance

  • unchallenging tasks can cause boredom/apathy
  • challenging tasks can cause anxiety (if the skill set isn’t there)
  • When a task and skill level are well met the individual becomes absorbed in the task and experiences a state of ecstasy, pleasure or satisfaction referred to as flow
18
Q

important factors affecting acetylcholine and aggression

A

Age
CCD - Canine cognitive dysfunction syndrome
- It’s the main NT involved in the disease process, dogs can become aggressive due to loss of memory and disorientation,
SD’s - acetylcholine’s function in ‘paying attention’ and theta activity in the hippocampus affects memory consolidation meaning it has a crucial role in context specific learning

19
Q

Poor acetylcholine function may lead to generalisation of aggression rather then the undesired behaviour bein context depended.

Why might acetylcholine be an issue for some dogs

A

Vegan diet
Poor nutrition ( carbohydrate rich, poor meat quality)
Disease e.g. dementia
Age
Medication - antihistamines, beta blockers, TC’s

20
Q

how can you enhance the formation of new long term memories during a counterconditioning training session?

A

using scent work during the session

Taking breaks

have a couple of days or at least a few hours off in between sessions

21
Q

what impacts leaning ?

A 
conditioned inhibition/learned irrelevance
CS pre-exposure
UCS pre-exposure
Poor sleep
chronic stress
information overload
22
Q

Creating a ‘new’ owner for the dog - one that is predictable, kind, undemanding, clear, consistent and valuable

what approach can we take ?

A

Use empathetic listening - what does the client really want?
What is their personality type? - how quickly/easily do they want it?
Avoid LTP - accurately identify triggers and associated management changes should aim for close to 100% problem resolution in the first 3-5 days
Introduce new relationship building activities - unrelated to the behaviour problem, based on the client and the dogs desires and motivations

23
Q

Self confidence, self control and problem solving/enrichment

A

non frustrating species appropriate problem solving can reduce stress, increase neural plasticity (ultimately improving working memory capacity and input) improving the ‘learning to learn’ ability as well as improving focus, building self confidence and self control

24
Q

Methods of new learning

A

Desensitisation - only for ‘in the moment of a new experience

Extinction - subject to marked frustration

Blocking reconsolidation - difficult to achieve practically

Training and alternative behaviour - possibly but being aware of conditioned suppression and the potential for spontaneous recovery as underlying emotional motivation not changed

Counter conditioning - considered the most effective way to change emotional motivation

25
Q

mesolimbic system in 1 of the 4 main dopamine circuits in the brain…..

A

runs predominantly through the mid-brain, not concerned with conscious input, is more reflexive

Controls individuals responses to natural rewards e.g. food, social interactions

it tells the body to repeat what you just did to get the reward and the memory center to also remember how and where the reward is

not just focused on +R also activated in -R

26
Q

Dopamine in the brain

A

there are 3 main DA centers in the brain

its released when an individual experiences-

desire
reward
learning, focus
movement - people with Parkinson’s don’t have full control over their DA systems

27
Q

Dopamine associated with frustrated + reward

A

when an animal detects something in the environment the brain releases dopamine

more DA is released with the item is attained

Their is a reduction/drop in DA when the item isn’t attained

Interactions between DA and 5 HTP (hydroxytryptophan) and oxytocin affect how frustrated an individual feels and what action they take from that frustration

28
Q

Frustration effect of dopamine

A

may lead to the brain signaling a potential threat

only a few mm’s separate desire and dread function in the nucleus accumbens - this can easily lead to outbursts of aggression at times of frustration

Rewards in the easily frustrated dog must be easily achievable

29
Q

What steps can you taken to reduce frustration in the aggressive dog, before you begin training?

A

Address feeding regime - frequent feeding, consider soluble CHO vs insoluble CHO, fat vs protein, stabilize sugar levels over 24 hours

Ensure adequate sleep - serotonin homeostasis by default reduces catecholamine activity, GABA activity, and glutamate. Lack of sleep can increase hunger due to impact on glucose stability

Improve predictability of routine - removing any DA drops, HPA axis (chronic stress pathway) release

30
Q

How to avoid frustration

A

reduce the acute and chronic stress

allow for long term depression

initiate species specific behaviour patterns to re-achieve homeostasis (without the need for coping strategies) e.g.

  • space to make choices
  • scavenging/search work
  • regular meals
  • chewing of edible items
  • ability to toilet frequently
  • sleep

Be aware of the effects of blood glucose

31
Q

the effects of stress on reward perception

A

Acute stress appears to reduce reward sensitivity

Chronic stress has been shown to produce anhedonia (without pleasure) like syndrome in mammals

Rebalancing before training is essential to maximise new learning by reducing acute and chronic stress, that are likely to reduce reward value

32
Q

asymptote

A

the continuous reinforcement or using the same reinforcement, the reward value becomes less and less until its no longer reinforcement

33
Q

During counterconditioning programmes, how could you use food rewards in a way that ensures maximal DA release?

A

Variation in type and saliency of reinforcer - use a scale of saliency

Set up ‘training’ sessions to limit the number of reinforcement to avoid asympote

34
Q

When moving from CRF to VF how do you minimise the effect of DA drop that would come from not receiving reinforcements when expected?

A

Need to think clearly about what you are trying to do…

If you are trying to achieve CC you need CRF, if your trying to achieve something else then you need VR

35
Q

Reward prediction error hypothesis

A

DA is released at the time of the predictor (e.g. click) , then there is no more DA released when the actual reward is being consumed

assuming the reward matched their expectation

if the predictor isn’t followed by the expected reward, DA activity drops below baseline

36
Q

For and against using conditioned reinforcers in counter conditioning programmes?

A

For;
Faster release of DA
Maintained DA release when followed by primary reinforcer
reflex DA release improves likelihood of reward in circumstances when animal might not enjoy the primary reinforcer alone
Improved timing - has the potential to be used as a marker
Has a potential to act as a bride

Against;
Needs prolonged prior conditioning to actually becomes a secondary reinforcer
needs to be used effectively by the handler or risks DA reduction - owners may not have sufficient skill
Can lead to frustration, potentially even conditioned frustration in its presence - conditioned inhibition
has the potential to cause overshadowing

Advanced Aggression Module 1 - A Batson (2 decks)

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