Training Test 1 (training chapters 1-3) Flashcards
primary reasons for training
- cooperative care (ex: vet care, husbandry)
- physical exercise
- mental stimulation
secondary reasons for training
- education
- service
- research
- entertainment
psychology
study of mind and behavior
ethology
study of animal behavior in relation to evolutionary function (commonly studied in natural settings)
comparative psychology
study of animal behavior to understand functionality and how it compares to other human and nonhuman species
behaviorism
science of behavior
applied behavior analysis
science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change
father of behaviorism
John B Watson
methodological behaviorism
limiting studies to quantitative events (behaviors) than subjective/qualitative prospects (thoughts, feelings, conscious)
radical behaviorism
considers private events such as thoughts and feelings
definition of behavior
any observable or measurable act or response
respondent behavior
responds to the environmental
(ex: goosebumps when its cold)
operant behavior
emitted by the animal and controlled by consequences (operates on environment) (ex: putting seatbelt on to stop beeping)
respondent conditioning
known as classical conditioning or pavlovian conditioning
definition: stimuli initially incapable of evoking a certain response acquire the ability to do so through repeated pairing with other stimuli the are able to elicit the response
parts of classical conditioning
US: unconditioned stimulus
UR: unconditioned response
NS: neutral stimulus
CS: conditioned stimulus
CR: conditioned response
operant conditioning
learning in which behavior is altered primarily by regulating the consequences which follow them (frequency of these behaviors is altered by the consequences that they produce)
fathers of operant conditioning
Edward Lee Thorndike and Burrhus Fredrick Skinner
Throndike’s puzzle box
hungry cat with food outside of box = gets out faster than when there is no food outside
B.F. skinner’s operant chamber
mouse pulled lever more when given food after instead of a shock (law of effect)
law of effect
behaviors that are followed by pleasant consequences are strengthened and are likely to increase in frequency
those that are followed by unpleasant consequences are weakened and likely to decrease in frequency
pleasant consequences also known as
reinforcement
unpleasant consequences also known as
punishment
three - term contingency
A: antecedent
B: behavior
C: consequence
Antecedent
environmental conditions (stimulus/stimuli) that precedes/evokes a behavioral response
behavior
anything an animal does (aka response)
consequence
what immediately follows the behavior (reinforcing or punishing)
what does operant conditioning establish?
functional relationship between a behavior and the antecedent likely to evoke or suppress a behavior (ex: SD)
positive reinforcement
adding/increasing a pleasant stimulus = increasing frequency of a behavior
negative renforcement
removal/decrease of an aversive stimulus = increasing frequency of a behavior
positive punishment
addition/increase of an aversive stimulus = decrease frequency of a behavior
negative punishment
removal/decrease of a pleasant stimulus = decrease the frequency of a behavior
reinforcement
increases frequency of similar responses in the future (aka a behavior)
punishment
decreases frequency of similar responses in the future (aka a behavior)
immediacy of reinforcement
reinforcement will be more effective on increasing frequency of a behavior in the future if it is delivered immediately
automacity of reinforcement
behavior is modified by its consequences regardless of whether the individual is aware that their behavior has been reinforced
contingency
relationship between the elements of operant behavior (ABC)
discriminative stimulus (SD)
stimulus that produces a specific behavior (evoked operant behavior because its presence signals that reinforcement is available)
stimulus control
when a behavior occurs more frequently or in a different form with the presence of an SD
what does reinforcement create?
three - term contingency
(SD -> Response -> Reinforcement)
motivating operations
environment which alters the effectiveness of reinforcement and therefore the frequency of a behavior
establishing operation (type of motivating operation)
enviro conditions that increase effectiveness of reinforcement (reinforced effectiveness goes up in the presence of deprivation)
ex: decrease in water temp = increase in hunger = increase in frequency of behaviors and effectiveness of food as reinforcement
abolishing operation (type of motivating operation)
enviro conditions that decrease the effectiveness of a reinforcer (reinforcer effectiveness goes down in the presence of satiation)
ex: increase in water temp = decrease in hunger = decrease in frequency of behaviors and effectiveness of food as reinforcement
what do motivating operations create?
four - term contingency
(MO -> SD -> Response -> Reinforcement)
why is understanding motivation important?
need to know what will drive your animals to participate and be reinforcing for them
types of reinforcers by origin
1) unconditioned reinforcer
2) conditioned reinforcer
unconditioned reinforcer
stimulus that does not depend on learning to achieve its reinforcing properties (aka primary reinforcers)
ex: food, air, water, sex, social interaction, shelter (sometimes touch and play)
- function of species evolution and typically fulfill biological needs (typically the same for all individuals of a species)
- not always more reinforcing
conditioned reinforcer
stimulus that becomes reinforcing through learning (aka secondary reinforcers)
ex: ice, bridge, enrichment, jell-o, humans
- gains reinforcement capabilities through the primary reinforcement it is paired with
generalized conditioned reinforcer
the more reinforers with which a generalized conditioned reinforcer is paired, the greater the likelihood of its effectiveness at any given time (ex: bridge has been paired with so many things so its highly reinforcing for a secondary reinforcer)
automatic reinforcement
when a behavior persists in the absence of any known reinforcer (ex: regurgitating)
types of reinforcers by property
1) edible (jell-o, food)
2) sensory (sights, sounds, smells)
3) tangible (toys)
4) social (proximity, touch, eye contact)
5) activity (getting to do something aka premack principle)
premack principle
reinforcement where making the opportunity to engage in a behavior that occurs at a relatively high rate serves as reinforcement for the performance of a behaviors that occurs at relatively low rates
ex: tug getting to do an aerial after sitting still for a hydration
problems with punishment
1) temporary or generalized response suppression
2) aggressive reactions
3) escape and avoidance
4) behavioral contrast
5) modeling of undesirable behavior
temporary or generalizes response suppression example
dog cowering after being yelled at
types of aggressive reactions
1) respondent aggression = aggression that is a natural response
2) operant aggression = learned aggression
escape and avoidance example
dog avoiding bath/vet -> dragged on leash, pull out of collar
behavioral contrast example
mom tells kid no cookies -> mom leaves -> kid takes window of opportunity to take a ton of cookies
alternatives to punishment
differential reinforcement (many types)
differential reinforcement
reinforcing only those responses within a response class that meet a specific criteria (aka selective reinforcement)
differential reinforcement of other behavior (DRO)
reinforcement is contingent on the absence of the target behavior
(DR any behavior other than the target one)
differential reinforcement of alternate behavior (DRA)
reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction (DR one specific behavior)
differential reinforcement of incompatible behaviors (DRI)
reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction (DR one behavior that cannot be done at the same time as the targeted behavior)
extinction
discontinuing reinforcement of a previously reinforced behavior
extinction burst
phenomenon where frequency of responding increases in the initial absence of reinforcement
types of DR from general to specific
DRO -> DRA -> DRI
LRS
least reinforcing scenario (3-second neutral response)
schedule of reinforcement
type, amount, and frequency of reinforcement
three main types of schedules of reinforcement
1) extinction
2) continuous reinforcement
3) intermitent reinforcement
extinction (reinforcement schedule)
discontinuing of reinforcement
effects: stops behavior from happening (decreases occurrence)
continuous reinforcement (reinforcement schedule)
provides reinforcement for each occurrence of a behavior
effects: strengthens behavior (increases occurrence)
- primarily used during the initial stages of learning
fixed interval (FI)
reinforcement follows the first response after a fixed amount of time
- larger intervals = lower response rates
FI schedule creates
- low to moderate overall rate of response
- post reinforcement pause with accelerating responses towards end of interval (scalloping effect)
variable interval (VI)
reinforcement follows first response after a variable amount of time
- larger mean intervals = lower response rates
VI schedule creates
- low to moderate overall rate of response
- no post reinforcement pause = constant response rates
fixed ratio (FR)
reinforcement follows a fixed number of responses
- max ratio effected by past FR history, motivating operations, reinforcer quality, and changes in ratio
- abrupt changes can cause ratio strain (frustration)
FR schedules create
- overall high rate of response
- post reinforcement pause (know when they will be reinforced again = hesitate to perform at first)
- creates a break and run pattern (pause after reinforcement and then abruptly shifts to a high, steady rate of response)
variable ratio (VR)
reinforcement follows variable number of responses
- high ratios obtained through gradually thinning the schedule
- most effective basic schedule for maintaining behavior
- not very effective for new behaviors
VR schedule creates
- high rate of response
- no post-reinforcement pause
schedule thinning
changing the contingency of reinforcement by gradually increasing the response ratio or time interval
ratio strain
abrupt increases in ratio requirements or when they are too large
- results in aggression, avoidance, and unpredictable pauses in responding
variable ratio reinforcement variety (VRRV)
reinforcement occurs after a varied number of responses and a variety of reinforcers are used
continuous reinforcement with variable ratio primary reinforcement follow-up (CRVRPRF)
WHAT WE USE!
each correct response is bridged and that is followed by primary reinforcement on a variable ratio schedule
positive LRS
LRS after a correct behavior
- creates variability
compound schedules of reinforcement
two or more basic schedules are combined
types of compound schedules
1) concurent
2) multiple
3) chained
4) mixed
5) tandem
6) alternative
7) conjunctive
concurrent compound schedule
one or the other
multiple compound schedule
many at the same time
chained compound schedule
one and then the other
mixed compound schedule
no SD (similar to concurrent)
tandem compound schedule
2 behaviors simultaneously
alternative compound schedule
2 options, do 1
conjunctive compound schedule
both a ratio schedule and interval schedule is completed
schedules of differential reinforcement
1) dr of high rates
2) dr of low rates
3) dr of dimensioning rates
differential reinforcement of high rates (DRH)
reinforce when # of occurrences increases within the same interval of time compared to the previous time
differential reinforcement of high rates (DRH) use
increase desired behavior by reinforcing increased rates if behavior
differential reinforcement of low rates (DRL)
reinforce when # of occurrences decreases within the same interval of time compared to the previous time
differential reinforcement of low rates (DRL) use
decrease rate of behaviors that occurs too frequently, but should be maintained
differential reinforcement of diminishing rates (DRD)
decrease rate of behaviors that occurs too frequently until it no longer occurs
CRF/VRn
(schedule we employ)
each correct response is bridged and reinforced and primary reinforcement is provided on a variable ratio schedule
CRF/VRn
(schedule we employ)
each correct response is bridged and reinforced and primary reinforcement is provided on a variable ratio schedule
