146
pages
English
Ebooks
2008
Vous pourrez modifier la taille du texte de cet ouvrage
Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus
Découvre YouScribe en t'inscrivant gratuitement
Découvre YouScribe en t'inscrivant gratuitement
146
pages
English
Ebook
2008
Vous pourrez modifier la taille du texte de cet ouvrage
Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus
Publié par
Date de parution
21 avril 2008
Nombre de lectures
0
EAN13
9780470328514
Langue
English
Publié par
Date de parution
21 avril 2008
Nombre de lectures
0
EAN13
9780470328514
Langue
English
how dogs learn
how dogs learn
Mary R. Burch, Ph.D. and Jon S. Bailey, Ph.D.
Copyright 1999 by Mary R. Burch and Jon S. Bailey
Howell Book House
Published by Wiley Publishing, Inc., Hoboken, NJ
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Legal Department, Wiley Publishing, Inc., 10475 Crosspoint Blvd., Indianapolis, IN 46256, (317) 572-3447, fax (317) 572-4447, E-Mail: permcoordinator@wiley.com .
Trademarks: Wiley, the Wiley Publishing logo, and Howell Book House are trademarks or registered trademarks of Wiley Publishing, Inc., in the United States and other countries, and may not be used without written permission. All other trademarks are the property of their respective owners. Wiley Publishing, Inc., is not associated with any product or vendor mentioned in this book.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
For general information on our other products and services or to obtain technical support please contact our Customer Care Department within the U.S. at 800-762-2974, outside the U.S. at 317-572-3993 or fax 317-572-4002.
Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.
Library of Congress Cataloging-in-Publication Data:
Burch, Mary R.
How dogs learn / Mary R. Burch and Jon S. Bailey
p.cm.
Includes bibliographical references and index.
ISBN: 978-1-63026-038-5
1. Dogs-Training. 2. Dogs-Behavior. I.Bailey,Jon S. II. Title.
SF431.B928 1999
636.7 08 35-dc21 98-42760
CIP
Manufactured in the United States of America.
15 14 13 12 11
Book Design: George McKeon
Cover Design: Michael J. Freeland
dedication
For Laddie,
who introduced us to dog training and changed our lives
acknowledgements
We thought when we started this book that between the two of us, we knew everything we needed to know in order to write a basic book on operant conditioning for dog training. Not long after we began writing, we discovered that a great deal of the popular literature on training dogs is full of mythology and pseudoscience. As operant conditioning has become more popular, an increasing number of trainers have attempted to teach the concepts. Some trainers combine science with their own theories. The result is that many procedures are recommended that cannot be used reliably by a variety of trainers and dogs.
We hope this book will shed some light on the subject.
We would like to gratefully acknowledge several individuals for their valuable input.
Marge Gibbs of Leash and Collar Dog Training in Lincolnshire, Illinois, provided insightful information pertaining to the behavior of dog owners, and she was a source of encouragement throughout the writing process.
Steve Lindsay of Canine Behavioral Services in Philadelphia, Pennsylvania, directed the authors to the early writing of well-known obedience trainers, and his interpretation of trends in dog training today was extremely valuable.
Mike Rashotte, Ph.D., Professor of Psychology at Florida State University, guided us to some of the critical studies in animal learning research that provide the experimental analysis of procedures equivalent to modern-day trends such as jackpotting.
In particular, we would like to thank Dr. Jack Michael at Western Michigan University for his thoughtful and detailed analysis and critique of an earlier version of this manuscript. His knowledge of the history of operant conditioning and his ability to discern subtleties and nuances of meaning and procedure are without peer in the field. We are honored that he has provided the foreword for our book.
contents
Foreword by Jack Michael, Ph.D.
List of Charts
Introduction
PART ONE A HISTORY OF ANIMAL TRAINING
Chapter 1 The Scientists
How operant conditioning developed in the lab
Chapter 2 The Trainers
How dog training evolved to embrace operant conditioning
PART TWO THE BASIC PRINCIPLES OF BEHAVIOR
Chapter 3 Reinforcement
What dogs like, what they want to avoid, what they ll work for
Chapter 4 Extinction
If I ignore it, it will go away
Chapter 5 Punishment
Stop that!
Chapter 6 Stimulus Control
Just tell me what to do
PART THREE BEHAVIORAL DIAGNOSTICS: WHY DOES THE DOG DO THAT?
Chapter 7 Respondent Conditioning
Pavlov and his famous salivating dogs
Chapter 8 Functional Analysis and Behavioral Diagnostics
What s causing the problem?
Chapter 9 Medical and Environmental Causes of Behavior
Tell me where it hurts
Chapter 10 Other Training Issues You Need to Know About
Every dog is an individual
PART FOUR INCREASING BEHAVIORS: TEACHING YOUR OLD DOG NEW TRICKS
Chapter 11 Shaping
You re getting warmer
Chapter 12 Prompting and Fading
Can you give me a hint?
Chapter 13 Chaining
Building behavior sequences
Chapter 14 Using Conditioned Reinforcement
Click here for more options
PART FIVE DECREASING BEHAVIORS: DEALING WITH CANINE DELINQUENTS
Chapter 15 Extinction in Action
Don t just do something, stand there
Chapter 16 Differential Reinforcement
More of this, less of that
Chapter 17 Antecedent Control
An ounce of prevention
Chapter 18 Using Punishment
A question of ethics
Epilogue
References
About the Authors
Index
list of charts
Operant Conditioning: A Basic Timeline
How Reinforcement Becomes Conditioned
Reinforcement Categories and Sample Stimuli
Canine Reinforcer Assessment
The Punishment Controversy
Types of Punishers
Respondent Conditioning
Examples of Unconditioned Responses in Dogs
Functional Analysis of Canine Behavior Problems
Functional Analysis Questionnaire for Canine Behavior
Behavioral Diagnostics for Dogs
Environmental Causes of Behavior Problems
Medical Causes of Behavior Problems
Trainer Observation Form
Examples of Fading in Formal Obedience Training
Backward Chaining
Extinction of Whining
Steps That Should Precede Use of Aversive Punishers with Dogs
foreword
The alliance of the practical art of animal training with the science of behavior is relatively recent. Of course, animal trainers must always have been somewhat familiar with the concepts and principles of the science of behavior, or they could not have developed the useful or entertaining behavior of their animals. And behavior scientists have long studied animal behavior as a part of their science. But relating the practical tools of animal trainers to the science of behavior nevertheless results in some clear gains for both fields.
Scientists gain another area of application in which the adequacy of existing knowledge can be evaluated, and from which new lines of scientific investigation will emerge when existing knowledge proves insufficient. Trainers gain by having their many techniques and rules integrated into a coherent system consisting of a small number of basic concepts and principles that serve as the basis for a larger number of derived relationships. Such integrated knowledge is easier to learn, easier to teach and easier to apply consistently.
Discovering failures in the fit between practice and science is also of value. Rules and practices of questionable scientific status are likely to be false rules, or they may suggest instances where our existing scientific knowledge is insufficient. Also, scientific knowledge that is not currently a part of the trainer s technology may form a basis for new practical applications.
In some respects, the main topic of Mary Burch and Jon Bailey s book is the use of rewards or reinforcers. There is no doubt that professional animal trainers are generally well aware of the importance of rewards in their training. But because the concept is familiar, there is some tendency for it to be oversimplified. The readers of this book may be surprised at the complexity, or better, the richness of the subject matter involving rewards. Well covered are the differences between primary and secondary reinforcement, between positive and negative reinforcement, and also the vexing and easily confused distinction between negative reinforcement and punishment. The sensitivity of behavior to the relation between rewards and the context in which the rewards occur (stimulus control) is also well covered; as is the sensitivity of behavior to the relation between reward availability, the passage of time, and the occurrence of previous unrewarded responses (schedules of reinforcement). The variables that alter the effectiveness of rewards, and subsequently alter the probability that the rewarded behavior will actually occur-that is, the topic of motivation-are also given careful and thorough treatment.
Especially useful to the trainer, I think, is Burch and Bailey s evenhanded and careful co