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| Author | Langbein, J.; Siebert, K.; Nuernberg, G.; Manteuffel, G. | ||||
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The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) | Type | Journal Article | ||
| Year | 2007 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 103 | Issue | 1-2 | Pages | 35-44 |
| Keywords | Dwarf goats; Operant conditioning; Visual discrimination learning; Secondary reinforcement | ||||
| Abstract | The use of secondary reinforcement is widely accepted to support operant learning in animals. In farm animals, however, the efficacy of secondary reinforcement has up to now been studied systematically only in horses (“clicker training”), and the results are controversial. We investigated the impact of acoustical secondary reinforcement on voluntary, self-controlled visual discrimination learning of two-dimensional shapes in group-housed dwarf goats (Capra hircus). Learning tests were conducted applying a computer-controlled learning device that was integrated in the animals' home pen. Shapes were presented on a TFT-screen using a four-choice design. Drinking water was used as primary reinforcement. In the control group (Gcontrol, n = 5) animals received only primary reinforcement, whereas in the sound group (Gsound, n = 6) animals got additional acoustical secondary reinforcement. Testing recall of shapes which had been successfully learned by the goats 6 weeks earlier (T1), we found a weak impact of secondary reinforcement on daily learning success (P = 0.07), but not on the number of trials the animals needed to reach the learning criterion (trials to criterion, n.s.). Results in T1 indicated that dwarf goats did not instantly recall previously learned shapes, but, re-learned within 250-450 trials. When learning a set of new shapes (T2), there was a strong influence of secondary reinforcement on daily learning success and on trials to criterion. Animals in Gsound reached the learning criterion earlier (P < 0.05) and needed fewer trials (1320 versus 3700; P < 0.01), compared to animals in Gcontrol. Results suggest that acoustical secondary reinforcement supports visual discrimination learning of dwarf goats, especially when the task is new and the salience of S+ is low. | ||||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 3583 | ||
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| Author | Farmer-Dougan, V.; Dougan, J. | ||||
| Title |
The Man Who Listens To Behavior: Folk Wisdom And Behavior Analysis From A Real Horse Whisperer | Type | Journal Article | ||
| Year | 1999 | Publication | JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR | Abbreviated Journal | J Exp Anal Behav |
| Volume | 72 | Issue | 1 | Pages | 139-149 |
| Keywords | positive reinforcement, aversive control, learned helplessness, language, biological constraints, | ||||
| Abstract | The popular novel and movie The Horse Whisperer are based on the work of several real-life horse whisperers, the most famous of whom is Monty Roberts. Over the last 50 years, Roberts has developed a technique for training horses that is both more effective and less aversive than traditional training techniques. An analysis of Roberts` methods (as described in his book, The Man Who Listens to Horses) indicates a deep understanding of behavioral principles including positive reinforcement, timeout, species-specific defense reactions, learned helplessness, and the behavioral analysis of language. Roberts developed his theory and techniques on the basis of personal experience and folk wisdom, and not as the result of formal training in behavior analysis. Behavior analysts can clearly learn from such insightful yet behaviorally incorrect practitioners, just as such practitioners can benefit from the objective science of behavior analysts. |
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0022-5002 | ISBN | Medium | ||
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| Notes | PMID:16812908 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 1829 | ||
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| Author | Nallan, G.B.; Pace, G.M.; McCoy, D.F.; Zentall, T.R. | ||||
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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. | ||||
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| ISSN | 0002-9556 | ISBN | Medium | ||
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| Notes | PMID:6650707 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 266 | ||
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| Author | Kaiser, D.H.; Zentall, T.R.; Neiman, E. | ||||
| Title |
Timing in pigeons: effects of the similarity between intertrial interval and gap in a timing signal | Type | Journal Article | ||
| Year | 2002 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 28 | Issue | 4 | Pages | 416-422 |
| Keywords | Animals; *Attention; Columbidae; *Conditioning, Operant; Discrimination Learning; Mental Recall; Probability Learning; *Reinforcement (Psychology); *Reinforcement Schedule; Retention (Psychology); Time Factors; *Time Perception/physiology | ||||
| Abstract | Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately. | ||||
| Address | Department of Psychology, East Carolina University, Greenville, North Carolina 27858, USA. kaiserd@mail.ecu.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:12395499 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 238 | ||
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| Author | Zentall, T.R. | ||||
| Title |
Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity | Type | Journal Article | ||
| Year | 2005 | Publication | Behavioural processes | Abbreviated Journal | Behav. Process. |
| Volume | 70 | Issue | 3 | Pages | 209-222 |
| Keywords | Animals; *Attention; Columbidae; *Discrimination Learning; *Memory, Short-Term; Practice (Psychology); Reinforcement Schedule; *Retention (Psychology); *Time Perception | ||||
| Abstract | Theories of animal timing have had to account for findings that the memory for the duration of a timed interval appears to be dramatically shorted within a short time of its termination. This finding has led to the subjective shortening hypothesis and it has been proposed to account for the poor memory that animals appear to have for the initial portion of a timed interval when a gap is inserted in the to-be-timed signal. It has also been proposed to account for the poor memory for a relatively long interval that has been discriminated from a shorter interval. I suggest here a simpler account in which ambiguity between the gap or retention interval and the intertrial interval results in resetting the clock, rather than forgetting the interval. The ambiguity hypothesis, together with a signal salience mechanism that determines how quickly the clock is reset at the start of the intertrial interval can account for the results of the reported timing experiments that have used the peak procedure. Furthermore, instructional ambiguity rather than memory loss may account for the results of many animal memory experiments that do not involve memory for time. | ||||
| Address | Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0376-6357 | ISBN | Medium | ||
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| Notes | PMID:16095851 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 222 | ||
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| Author | Hendriksen, P.; Elmgreen, K.; Ladewig, J. | ||||
| Title |
Trailer-loading of horses: Is there a difference between positive and negative reinforcement concerning effectiveness and stress-related signs? | Type | Journal Article | ||
| Year | 2011 | Publication | Journal of Veterinary Behavior | Abbreviated Journal | J. Vet. Behav. |
| Volume | 6 | Issue | 5 | Pages | 261-266 |
| Keywords | negative reinforcement; positive reinforcement; horse; behavior; heart rate; trailer-loading | ||||
| Abstract | The traditional way to train horses is by the application of negative reinforcement (NR). In the past few years, however, the use of positive reinforcement (PR) has become more common. To evaluate the effectiveness and the possible stressor effect of the 2 training methods, 12 horses showing severe trailer-loading problems were selected and exposed to trailer-loading. They were randomly assigned to one of the 2 methods. NR consisted of various degrees of pressure (lead rope pulling, whip tapping). Pressure was removed as soon as the horse complied. PR horses were exposed to clicker training and taught to follow a target into the trailer. Heart rate (HR) was recorded every 5 seconds and behavior denoting discomfort was observed using one-zero sampling with 10 seconds sampling intervals. Training was completed when the horse could enter the trailer upon a signal, or was terminated after a maximum of 15 sessions. Of the 12 horses, 10 reached the criterion within the 15 sessions. One horse was eliminated from the study because of illness and 1 PR horse failed to enter the trailer. A Mann-Whitney U-test indicated that the horses trained with NR displayed significantly more discomfort behavior per training session than horses trained with PR (NR: 13.26 ± 3.25; PR: 3.17 ± 8.93, P < 0.0001) and that horses in the PR group spent less time (second) per session to complete the training criterion (NR: 672.9 ± 247.12; PR: 539.81 ± 166.37, P < 0.01). A Mann-Whitney U-test showed that no difference existed in mean HR (bpm) between the 2 groups (NR: 53.06 ± 11.73 bpm; PR: 55.54 ± 6.7 bpm, P > 0.05), but a Wilcoxon test showed a difference in the PR group between the baseline of HR and mean HR obtained during training sessions (baseline PR: 43 ± 8.83 bpm; PR: 55.54 ± 6.7 bpm, P < 0.05). In conclusion, the PR group provided the fastest training solution and expressed less stress response. Thus, the PR procedure could provide a preferable training solution when training horses in potentially stressing situations. | ||||
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| ISSN | 1558-7878 | ISBN | Medium | ||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 6598 | ||
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| 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 | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0425-1644 | ISBN | Medium | ||
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| Notes | PMID:16986605 | Approved | no | ||
| Call Number | Serial | 1783 | |||
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| Author | Urcuioli, P.J.; DeMarse, T.B.; Zentall, T.R. | ||||
| Title |
Transfer across delayed discriminations: II. Differences in the substitutability of initial versus test stimuli | Type | Journal Article | ||
| Year | 1998 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 24 | Issue | 1 | Pages | 47-59 |
| Keywords | Animals; Behavior, Animal; Columbidae/physiology; Discrimination Learning/*physiology; Pattern Recognition, Visual/*physiology; Reinforcement (Psychology); Retention (Psychology)/physiology | ||||
| Abstract | In 2 experiments, pigeons were trained on, and then transferred to, delayed simple discriminations in which the initial stimuli signalled reinforcement versus extinction following a retention interval. Experiment 1 showed that discriminative responding on the retention test transferred to novel test stimuli that had appeared in another delayed simple discrimination but not to stimuli having the same reinforcement history off-baseline. By contrast, Experiment 2 showed that performances transferred to novel initial stimuli whether they had been trained on-baseline or off-baseline. These results suggest that the test stimuli in delayed simple discriminations acquire control over responding only in the memory task itself. On the other hand, control by the initial stimuli, if coded as outcome expectancies, does not require such task-specific training. | ||||
| Address | Department of Psychological Sciences, Purdue University, West Lafayette, Indiana 47907-1364, USA. uche@psych.purdue.edu | ||||
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| ISSN | 0097-7403 | ISBN | Medium | ||
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| Notes | PMID:9438965 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 253 | ||
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| Author | Zentall, T.R.; Sherburne, L.M. | ||||
| Title |
Transfer of value from S+ to S- in a simultaneous discrimination | Type | Journal Article | ||
| Year | 1994 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 20 | Issue | 2 | Pages | 176-183 |
| Keywords | Animals; *Appetitive Behavior; Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; Motivation; Orientation; Pattern Recognition, Visual; *Problem Solving; *Reinforcement Schedule; *Transfer (Psychology) | ||||
| Abstract | Value transfer theory has been proposed to account for transitive inference effects (L. V. Fersen, C. D. L. Wynne, J. D. Delius, & J. E. R. Staddon, 1991), in which following training on 4 simultaneous discriminations (A+B-, B+C-, C+D-, D+E-) pigeons show a preference for B over D. According to this theory, some of the value of reinforcement acquired by each S+ transfers to the S-. In the transitive inference experiment, C (associated with both reward and nonreward) can transfer less value to D than A (associated only with reward) can transfer to B. Support for value transfer theory was demonstrated in 2 experiments in which an S- presented in the context of a stimulus to which responses were always reinforced (S+) was preferred over an S- presented in the context of a stimulus to which responses were sometimes reinforced (S +/-). | ||||
| Address | Department of Psychology, University of Kentucky, Lexington 40506 | ||||
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| ISSN | 0097-7403 | ISBN | Medium | ||
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| Notes | PMID:8189186 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 258 | ||
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| Author | Lazareva, O.F.; Smirnova, A.A.; Bagozkaja, M.S.; Zorina, Z.A.; Rayevsky, V.V.; Wasserman, E.A. | ||||
| Title |
Transitive responding in hooded crows requires linearly ordered stimuli | Type | Journal Article | ||
| Year | 2004 | Publication | Journal of the experimental analysis of behavior | Abbreviated Journal | J Exp Anal Behav |
| Volume | 82 | Issue | 1 | Pages | 1-19 |
| Keywords | Animals; *Association; Cognition/physiology; Crows; Discrimination (Psychology); *Discrimination Learning; Feedback; Reinforcement (Psychology); Visual Perception/physiology | ||||
| Abstract | Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding. | ||||
| Address | Institute of Higher Nervous Activity, Moscow State University. olga-lazareva@uiowa.edu | ||||
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| ISSN | 0022-5002 | ISBN | Medium | ||
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| Notes | PMID:15484868 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 612 | ||
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