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| Author | Slater, C.; Dymond, S. | ||||
| Title | Using differential reinforcement to improve equine welfare: Shaping appropriate truck loading and feet handling | Type | Journal Article | ||
| Year | 2011 | Publication | Behavioural Processes | Abbreviated Journal | Behav. Process. |
Volume  |
86 | Issue | 3 | Pages | 329-339 |
| Keywords | Positive reinforcement; Differential reinforcement; Shaping; Autoshaping; sign tracking; Common handling; Multiple baseline; Changing criterion; Horses | ||||
| Abstract | Inappropriate behavior during common handling procedures with horses is often subject to aversive treatment. The present study replicated and extended previous findings using differential reinforcement to shape appropriate equine handling behavior. In Study 1, a multiple baseline across subjects design was used with four horses to determine first the effects of shaping target-touch responses and then successive approximations of full truck loading under continuous and intermittent schedules of reinforcement. Full loading responses were shaped and maintained in all four horses and occurrences of inappropriate behaviors reduced to zero. Generalization of the loading response was also observed to both a novel trainer and trailer. In Study 2, a changing criterion design was used to increase the duration of feet handling with one horse. The horse's responding reached the terminal duration criterion of 1 min and showed consistent generalization and one-week maintenance. Overall, the results of both studies support the use of applied equine training systems based on positive reinforcement for increasing appropriate behavior during common handling procedures. | ||||
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| ISSN | 0376-6357 | ISBN | Medium | ||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5323 | ||
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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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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0022-5002 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15484868 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 612 | ||
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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 | 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 | 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 | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 1464-7931 | ISBN | Medium | ||
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| Notes | PMID:8054445 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 708 | ||
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| Author | Snycerski, S.; Laraway, S.; Poling, A. | ||||
| Title | Response acquisition with immediate and delayed conditioned reinforcement | Type | Journal Article | ||
| Year | 2005 | Publication | Behavioural Processes | Abbreviated Journal | Behav. Process. |
| Volume |
68 | Issue | 1 | Pages | 1-11 |
| Keywords | Response acquisition; Conditioned reinforcement; Delayed reinforcement; Secondary reinforcement; Rats | ||||
| Abstract | Groups comprising eight rats initially were exposed to response-independent water deliveries, then to conditions under which a lever-press response raised an empty dipper immediately or after a resetting delay of 15, 30, or 45 s. When their performance was compared to that of control animals using a 90% confidence level, six rats in the immediate-reinforcement group met the primary criterion for response acquisition during a single 6-h session; 4, 4, and 3 did so in the 15, 30, and 45 s delay groups, respectively. Similar evidence of acquisition was obtained when a 95% confidence level was used. With a 99% confidence level, however, evidence of acquisition was not compelling. Although these data appear to provide the first demonstration of response acquisition in the absence of handshaping or autoshaping under conditions where the putative reinforcer is both conditioned and delayed, they also demonstrate that whether response acquisition occurs depends, in part, on how it is defined. | ||||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 3600 | ||
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| 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 | ||||
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| ISSN | 0275-2565 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15645460 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4112 | ||
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| Author | Zentall, T.R.; Roper, K.L.; Sherburne, L.M. | ||||
| Title | Most directed forgetting in pigeons can be attributed to the absence of reinforcement on forget trials during training or to other procedural artifacts | Type | Journal Article | ||
| Year | 1995 | Publication | Journal of the experimental analysis of behavior | Abbreviated Journal | J Exp Anal Behav |
| Volume |
63 | Issue | 2 | Pages | 127-137 |
| Keywords | Animals; *Attention; Color Perception; Columbidae; Cues; *Discrimination Learning; *Mental Recall; Motivation; Pattern Recognition, Visual; *Reinforcement Schedule; Retention (Psychology) | ||||
| Abstract | In research on directed forgetting in pigeons using delayed matching procedures, remember cues, presented in the delay interval between sample and comparisons, have been followed by comparisons (i.e., a memory test), whereas forget cues have been followed by one of a number of different sample-independent events. The source of directed forgetting in delayed matching to sample in pigeons was examined in a 2 x 2 design by independently manipulating whether or not forget-cue trials in training ended with reinforcement and whether or not forget-cue trials in training included a simultaneous discrimination (involving stimuli other than those used in the matching task). Results were consistent with the hypothesis that reinforced responding following forget cues is sufficient to eliminate performance deficits on forget-cue probe trials. Only when reinforcement was omitted on forget-cue trials in training (whether a discrimination was required or not) was there a decrement in accuracy on forget-cue probe trials. When reinforcement is present, however, the pattern of responding established during and following a forget cue in training may also play a role in the directed forgetting effect. These findings support the view that much of the evidence for directed forgetting using matching procedures may result from motivational and behavioral artifacts rather than the loss of memory. | ||||
| Address | Department of Psychology, University of Kentucky, Lexington 40506 | ||||
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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:7714447 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 256 | ||
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| Author | Dougherty, D.M.; Lewis, P. | ||||
| Title | Generalization of a tactile stimulus in horses | Type | Journal Article | ||
| Year | 1993 | Publication | Journal of the Experimental Analysis of Behavior | Abbreviated Journal | J Exp Anal Behav |
| Volume |
59 | Issue | 3 | Pages | 521-528 |
| Keywords | Animals; Behavior, Animal; Female; *Horses; Male; Reinforcement (Psychology); *Touch | ||||
| Abstract | Using horses, we investigated the control of operant behavior by a tactile stimulus (the training stimulus) and the generalization of behavior to six other similar test stimuli. In a stall, the experimenters mounted a response panel in the doorway. Located on this panel were a response lever and a grain dispenser. The experimenters secured a tactile-stimulus belt to the horse's back. The stimulus belt was constructed by mounting seven solenoids along a piece of burlap in a manner that allowed each to provide the delivery of a tactile stimulus, a repetitive light tapping, at different locations (spaced 10.0 cm apart) along the horse's back. Two preliminary steps were necessary before generalization testing: training a measurable response (lip pressing) and training on several reinforcement schedules in the presence of a training stimulus (tapping by one of the solenoids). We then gave each horse two generalization test sessions. Results indicated that the horses' behavior was effectively controlled by the training stimulus. Horses made the greatest number of responses to the training stimulus, and the tendency to respond to the other test stimuli diminished as the stimuli became farther away from the training stimulus. These findings are discussed in the context of behavioral principles and their relevance to the training of horses. | ||||
| Address | Human Behavioral Pharmacology Laboratory, University of Texas Health Science Center, Houston 77030 | ||||
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| ISSN | 0022-5002 | ISBN | Medium | ||
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| Notes | PMID:8315368 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 3571 | ||
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| 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 | ||||
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| ISSN | 0003-066X | ISBN | Medium | ||
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| Notes | PMID:15584823 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4106 | ||
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