| |
Records |
Links |
|
Author |
Nallan, G.B.; Pace, G.M.; McCoy, D.F.; Zentall, T.R. |
|
| |
Title |
The role of elicited responding in the feature-positive effect |
Type |
Journal Article |
| |
Year |
1983 |
Publication |
The American journal of psychology |
Abbreviated Journal  |
Am J Psychol |
|
| |
Volume |
96 |
Issue |
3 |
Pages |
377-390 |
|
| |
Keywords |
Animals; Color Perception; Columbidae; *Discrimination (Psychology); Male; Practice (Psychology); Reinforcement (Psychology); Time Factors |
|
| |
Abstract |
Hearst and Jenkins proposed in 1974 that elicited responding accounts for the feature-positive effect. To test this position, pigeons were exposed to a feature-positive or feature-negative discrimination between successively presented displays--one consisted of a red and a green response key and the other consisted of two green response keys. There were four main conditions: 5-5 (5-sec trials, 5-sec intertrial intervals), 5-30, 30-30, and 30-180. Conditions 5-30 and 30-180 should produce the largest amount of elicited responding, and therefore the largest feature-positive effects. A response-independent bird was yoked to each response-dependent bird to allow direct assessment of the amount of elicited responding generated by each condition. Contrary to the predictions by Hearst and Jenkins's theory, response-dependent birds showed large feature-positive effects in each condition. The largest feature-positive effect was obtained in condition 5-5. Response-independent birds produced similar results, but manifested low response rates. |
|
| |
Address |
|
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0002-9556 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:6650707 |
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
266 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Neuringer, A. |
|
| |
Title |
Reinforced variability in animals and people: implications for adaptive action |
Type |
Journal Article |
| |
Year |
2004 |
Publication |
The American Psychologist |
Abbreviated Journal |
Am Psychol |
|
| |
Volume |
59 |
Issue |
9 |
Pages |
891-906 |
|
| |
Keywords |
Animals; Behavior, Animal; *Choice Behavior; Conditioning, Operant; Creativeness; Discrimination (Psychology); Humans; Memory; Problem Solving; *Reinforcement (Psychology) |
|
| |
Abstract |
Although reinforcement often leads to repetitive, even stereotyped responding, that is not a necessary outcome. When it depends on variations, reinforcement results in responding that is diverse, novel, indeed unpredictable, with distributions sometimes approaching those of a random process. This article reviews evidence for the powerful and precise control by reinforcement over behavioral variability, evidence obtained from human and animal-model studies, and implications of such control. For example, reinforcement of variability facilitates learning of complex new responses, aids problem solving, and may contribute to creativity. Depression and autism are characterized by abnormally repetitive behaviors, but individuals afflicted with such psychopathologies can learn to vary their behaviors when reinforced for so doing. And reinforced variability may help to solve a basic puzzle concerning the nature of voluntary action. |
|
| |
Address |
Department of Psychology, Reed College, Portland, OR 97202, USA. allen.neuringer@reed.edu |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0003-066X |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:15584823 |
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
4106 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Coleman, K.; Tully, L.A.; McMillan, J.L. |
|
| |
Title |
Temperament correlates with training success in adult rhesus macaques |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
American journal of primatology |
Abbreviated Journal |
Am. J. Primatol. |
|
| |
Volume |
65 |
Issue |
1 |
Pages |
63-71 |
|
| |
Keywords |
Animals; Female; *Inhibition (Psychology); *Learning; Macaca mulatta/*psychology; *Reinforcement (Psychology); *Temperament |
|
| |
Abstract |
In recent years there has been a marked increase in awareness of issues involving the psychological well-being of nonhuman primates (NHPs) used in biomedical research. As a result, many facilities are starting to train primates to voluntarily cooperate with veterinary, husbandry, and research procedures, such as remaining still for blood draws or injections. Such training generally reduces the stress associated with these procedures, resulting in calmer animals and, ultimately, better research models. However, such training requires great investments in time, and there can be vast individual differences in training success. Some animals learn tasks quickly, while others make slower progress in training. In this study, we examined whether temperament, as measured by response to a novel food object, correlated with the amount of time it took to train 20 adult female rhesus macaques to perform a simple task. The monkeys were categorized as “exploratory” (i.e., inspected a novel object placed in the home cage within 10 sec), “moderate” (i.e., inspected the object within 10-180 sec), or “inhibited” (i.e., did not inspect the object within 3 min). We utilized positive reinforcement techniques to train the monkeys to touch a target (PVC pipe shaped like an elbow) hung on their cage. Temperament correlated with training success in this study (Pearson chi2=7.22, df=2, P=0.03). We easily trained over 75% of the animals that inspected the novel food (i.e., exploratory or moderate individuals) to touch the target. However, only 22% of the inhibited monkeys performed the task. By knowing which animals may not respond to conventional training methods, we may be able to develop alternate training techniques to address their specific needs. In addition, these results will allow us to screen monkeys to be assigned to research projects in which they will be trained, with the goal of obtaining the best candidates for those studies. |
|
| |
Address |
Oregon National Primate Research Center, Beaverton, Oregon 97006, USA. colemank@ohsu.edu |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0275-2565 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:15645460 |
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
4112 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
West, R.E.; Young, R.J. |
|
| |
Title |
Do domestic dogs show any evidence of being able to count? |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
|
| |
Volume |
5 |
Issue |
3 |
Pages |
183-186 |
|
| |
Keywords |
Animal Feed; Animals; Behavior, Animal; *Cognition; *Dogs; Female; Male; *Mathematics; Reinforcement (Psychology); Visual Perception |
|
| |
Abstract |
Numerical competence has been demonstrated in a wide range of animal species. The level of numerical abilities shown ranges from simple relative numerousness judgements to true counting. In this study we used the preferential looking technique to test whether 11 pet dogs could count. The dogs were presented with three simple calculations: “1+1=2”; “1+1=1”; and “1+1=3”. These calculations were performed by presenting the dogs with treats that were placed behind a screen that allowed manipulation of the outcome of the calculation. When the dogs expected the outcome they spent the same amount of time looking at the result of the calculation as they did on the initial presentation. However, when the result was unexpected dogs spent significantly longer looking at the outcome of the calculation. The results suggest that the dogs were anticipating the outcome of the calculations they observed, thus suggesting that dogs may have a rudimentary ability to count. |
|
| |
Address |
De Montfort University-Lincoln, Caythorpe, Grantham, Lincolnshire, NG32 3EP, UK |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
1435-9448 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:12357291 |
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
2594 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Burke, D.; Cieplucha, C.; Cass, J.; Russell, F.; Fry, G. |
|
| |
Title |
Win-shift and win-stay learning in the short-beaked echidna (Tachyglossus aculeatus) |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
|
| |
Volume |
5 |
Issue |
2 |
Pages |
79-84 |
|
| |
Keywords |
Animals; Echidna/*psychology; Ecology; Female; *Learning; *Memory; *Predatory Behavior; Reinforcement (Psychology) |
|
| |
Abstract |
Numerous previous investigators have explained species differences in spatial memory performance in terms of differences in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial memory performance of echidnas (or “spiny anteaters”) can be understood in terms of the spatio-temporal distribution of their prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas were better able to learn to avoid a previously rewarding location (to “win-shift”) than to learn to return to a previously rewarding location (to “win-stay”), at short retention intervals, but were unable to learn either of these strategies at retention intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval results do not. |
|
| |
Address |
Department of Psychology, University of Wollongong, Wollongong, NSW 2522, Australia. darren_burke@uow.edu.au |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
1435-9448 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:12150039 |
Approved |
no |
|
| |
Call Number |
Equine Behaviour @ team @ |
Serial |
2605 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Heyes, C.M. |
|
| |
Title |
Social learning in animals: categories and mechanisms |
Type |
Journal Article |
| |
Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
|
| |
Volume |
69 |
Issue |
2 |
Pages |
207-231 |
|
| |
Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
|
| |
Abstract |
There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
|
| |
Address |
Department of Psychology, University College London |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
1464-7931 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:8054445 |
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
708 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Christensen, J.W.; Rundgren, M.; Olsson, K. |
|
| |
Title |
Training methods for horses: habituation to a frightening stimulus |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Equine veterinary journal |
Abbreviated Journal |
Equine Vet J |
|
| |
Volume |
38 |
Issue |
5 |
Pages |
439-443 |
|
| |
Keywords |
Animals; Behavior, Animal/*physiology; *Conditioning (Psychology); *Fear; Heart Rate/*physiology; Horses/physiology/*psychology; Learning; Male; Random Allocation; *Reinforcement (Psychology); Safety; Time Factors |
|
| |
Abstract |
REASONS FOR PERFORMING STUDY: Responses of horses in frightening situations are important for both equine and human safety. Considerable scientific interest has been shown in development of reactivity tests, but little effort has been dedicated to the development of appropriate training methods for reducing fearfulness. OBJECTIVES: To investigate which of 3 different training methods (habituation, desensitisation and counter-conditioning) was most effective in teaching horses to react calmly in a potentially frightening situation. HYPOTHESES: 1) Horses are able to generalise about the test stimulus such that, once familiar with the test stimulus in one situation, it appears less frightening and elicits a reduced response even when the stimulus intensity is increased or the stimulus is presented differently; and 2) alternative methods such as desensitisation and counter-conditioning would be more efficient than a classic habituation approach. METHODS: Twenty-seven naive 2-year-old Danish Warmblood stallions were trained according to 3 different methods, based on classical learning theory: 1) horses (n = 9) were exposed to the full stimulus (a moving, white nylon bag, 1.2 x 0.75 m) in 5 daily training sessions until they met a predefined habituation criterion (habituation); 2) horses (n = 9) were introduced gradually to the stimulus and habituated to each step before the full stimulus was applied (desensitisation); 3) horses (n = 9) were trained to associate the stimulus with a positive reward before being exposed to the full stimulus (counter-conditioning). Each horse received 5 training sessions of 3 min per day. Heart rate and behavioural responses were recorded. RESULTS: Horses trained with the desensitisation method showed fewer flight responses in total and needed fewer training sessions to learn to react calmly to test stimuli. Variations in heart rate persisted even when behavioural responses had ceased. In addition, all horses on the desensitisation method eventually habituated to the test stimulus whereas some horses on the other methods did not. CONCLUSIONS AND POTENTIAL RELEVANCE: Desensitisation appeared to be the most effective training method for horses in frightening situations. Further research is needed in order to investigate the role of positive reinforcement, such as offering food, in the training of horses. |
|
| |
Address |
Danish Institute of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, Tjele, Denmark |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0425-1644 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:16986605 |
Approved |
no |
|
| |
Call Number |
|
Serial |
1783 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Mills, D.S. |
|
| |
Title |
Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong |
Type |
Journal Article |
| |
Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
|
| |
Volume |
|
Issue |
27 |
Pages |
44-48 |
|
| |
Keywords |
Animals; *Behavior, Animal; Horses/*psychology; *Learning; Reinforcement (Psychology) |
|
| |
Abstract |
Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour. |
|
| |
Address |
De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:10485004 |
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
845 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Cooper, J.J. |
|
| |
Title |
Comparative learning theory and its application in the training of horses |
Type |
Journal Article |
| |
Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
|
| |
Volume |
|
Issue |
27 |
Pages |
39-43 |
|
| |
Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); Horses/*psychology; *Learning; Reinforcement (Psychology) |
|
| |
Abstract |
Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training. |
|
| |
Address |
Department of Zoology, University of Oxford, UK |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
|
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:10485003 |
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
846 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Ferguson, D.L.; Rosales-Ruiz, J. |
|
| |
Title |
Loading the problem loader: the effects of target training and shaping on trailer-loading behavior of horses |
Type |
Journal Article |
| |
Year |
2001 |
Publication |
Journal of Applied Behavior Analysis |
Abbreviated Journal |
J Appl Behav Anal |
|
| |
Volume |
34 |
Issue |
4 |
Pages |
409-423 |
|
| |
Keywords |
Animals; *Conditioning, Operant; *Escape Reaction; Female; Horses/*psychology; Reinforcement (Psychology); *Transportation |
|
| |
Abstract |
The purpose of this study was to develop an effective method for trailer loading horses based on principles of positive reinforcement. Target training and shaping were used to teach trailer-loading behavior to 5 quarter horse mares in a natural setting. All 5 had been trailer loaded before through the use of aversive stimulation. Successive approximations to loading and inappropriate behaviors were the dependent variables. After training a horse to approach a target, the target was moved to various locations inside the trailer. Horses started training on the left side of a two-horse trailer. After a horse was loading on the left side, she was moved to the right side, then to loading half on the right and half on the left. A limited-hold procedure and the presence of a companion horse seemed to facilitate training for 1 horse. Inappropriate behaviors fell to zero immediately after target training, and all the horses successfully completed the shaping sequence. Finally, these effects were observed to generalize to novel conditions (a different trainer and a different trailer). |
|
| |
Address |
University of North Texas, Denton 76203, USA |
|
| |
Corporate Author |
|
Thesis |
|
|
| |
Publisher |
|
Place of Publication |
|
Editor |
|
|
| |
Language |
English |
Summary Language |
|
Original Title |
|
|
| |
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
| |
Series Volume |
|
Series Issue |
|
Edition |
|
|
| |
ISSN |
0021-8855 |
ISBN |
|
Medium |
|
|
| |
Area |
|
Expedition |
|
Conference |
|
|
| |
Notes |
PMID:11800182 |
Approved |
no |
|
| |
Call Number |
refbase @ user @ |
Serial |
1915 |
|
| Permanent link to this record |
