Learning theory.docx

**LEARNING THEORY** It is critical that dog trainers have a strong understanding of the scientific principles of how our animals learn a skilled dog trainer understands that training is best performed by following the basic principles of behavior theory trainers who use unproven or unscientific met...

**LEARNING THEORY** It is critical that dog trainers have a strong understanding of the scientific principles of how our animals learn a skilled dog trainer understands that training is best performed by following the basic principles of behavior theory trainers who use unproven or unscientific methods often experience unfavorable results and lose credibility **[Learning]** learning is a change in behavior that lasts for a long period of time it occurs through experience animals learn primarily through association learning behavior involves making an association a certain stimulus will predict the occurrence of another stimulus there are four stages of learning, acquisition fluency generalization and maintenance **[Acquisition]** By definition acquisition means the act of acquiring something in regards to dog training it is the training that we give our dogs. Dogs basically acquire the knowledge of the training when they're motivated to do so **[Fluency]** Fluency happens when the dog performs a certain action to a particular command without being lured or when it appears to be like an automatic response you can move on to this stage of training when the dog hasn\'t accuracy of 90% during the acquisition stage in positive dog training this is the stage where trainers will begin to remove the food **[Generalization]** This is the stage where the dog needs to learn to perform the behavior in a variety of situations and environment's **[Maintenance]** This is the stage where the new knowledge becomes part of the dogs regular behavior pattern in order for the dog to continuously behave or perform certain actions based upon a command you will have to maintain the association of their reward with the actions refresher training from time to time may be needed **[Motivation]** In order for a learned behavior to be performed there must be motivation dog trainers need to understand what motivates the dog and how to manipulate the motivation of dogs motivation in positive dog training consists of anything that the dog perceives as a positive. **[Conditioning]** Simply put conditioning is learning. There are two types of conditioning: classical conditioning AKA Pavlovian and operant conditioning AKA Skinnerian **[Classical conditioning]** Classical conditioning is the learned association between two events: one event is neutral and one event elicits an unconditioned response example click and treat. Classical conditioning is a process in which an animal learns to associate one event that comes immediately after another event. The animal does not have to do anything in order for this association to take place. Classical conditioning was discovered by the Russian scientist Ivan Pavlov. In his lab, Pavlov brought food to dogs. When the food wish onto the dogs, they began salivating. Then, Pavlov preceded the food with a ring of a bell. He rang the bell and immediately brought the food. He repeated this order many times: bell ring -conditioned stimulus, show food- unconditioned stimulus, dog salivates- unconditioned response. Pavlov then decided to ring the bell -condition stimulus without bringing the food unconditioned stimulus an the dog still salivated -conditioned response. The dogs had learned the association between the bell an the food since the bell had rung the food must be coming therefore they salivated. Counter conditioning is about changing associations. A dog may have an unpleasant emotional response to something, so we would try to counter that by establishing a pleasant conditioned emotional response or CER. **[Operant conditioning]** Operant conditioning was coined by behaviorist BF Skinner, which is why you may occasionally hear it referred to as Skinnerian conditioning. Operant conditioning is learning by association with what happened after the behavior, behaviour is a function of its consequences what is reinforced will occur more often and what is punished will occur less often. Simply put the dog acts in a manner and checks the consequences. If the consequences are good or beneficial to the dog, he will have the tendency to act in that manner again. If the consequences are bad, he will have the tendency to avoid acting in that manner again. The consequences good, it is called reinforcement. Reinforcement is everything that makes behavior repeats If the consequences bad- it is called punishment. A punishment is everything that extinguishes behavior. Operant conditioning can be summarized as: antecedent, behavior, consequence. Antecedent An antecedent is any stimulus present in the environment before the behavior occurs Behavior Behavior is anything that dog does Consequence Consequence is anything that happens to the dog as a result of the behavior. It can be something good, bad or nothing at all. All dog trainers should remember these 3 words: consequence drives behavior. There are four possible consequences trainers need to be familiar with: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. **Positive reinforcement** Something good happens right after the behavior to increase the behavior. **Negative reinforcement** Something bad is being taken away. By taking something bad away you actually reward your dog, and in turn, increase the chance of behavior happening again. **Positive punishment** Something bad happens right after the behavior to decrease the behavior **Negative punishment** Something good is being taken away from the dog to decrease the behavior It is important to remember that in order for those to use operant conditioning principles one must apply them consistently and with good timing. If you fail to be consistent, your dog will fail to see the association. If your timing is off you may be rewarding a behavior that you do not want to reward. In order for learning to take place the consequents must take place immediately after the behavior has occurred. **[Primary reinforcement or unconditioned]** Primary reinforcement fulfills a biological need; Examples include food, shelter, water and the like. Giving a dog a treat for sitting is an example of primary reinforcement. **[Secondary reinforcement or conditioned]** A conditioned, or secondary reinforcer is an event that marks a behavior as rewardable and promises the delivery of a reward in the near future. Secondary reinforcers include any stimuli that gain reinforcing properties by their association with primary reinforcers. The secondary reinforcer spans the time between marking behavior as rewardable and delivering that promised reward. It is a great communication tool for all sorts of training especially helpful when training dogs at a distance. If the primary reinforcer can be delivered, within a second or two, one would question the need for a secondary reinforcer. Dogs learn secondary reinforcers all the time on their own. Examples of secondary reinforces include a clicker, the word yes, movement of the trainers hand toward the treat bag, a smile or a nod. **[Schedules of reinforcement]** A schedule of reinforcement is a program or rule that determines how and when a response will be followed by a reward. The reinforcement schedule influences both how the responses learned and how the responses maintained. The schedule should not be the same for both. **[Continuous reinforcement schedule]** In continuous reinforcement, the desired behavior is reinforced every single time it occurs. Generally, this schedule is best used during the initial stages of learning in order to create a strong association between the behavior and the response. Once the response is firmly attached, reinforcement is usually switched to a partial reinforcement schedule. **[Partial or intermittent reinforcement schedule]** In partial reinforcement, the response is reinforced only part of the time period learned behaviors are acquired more slowly with partial reinforcement, but the response is more resistant to extinction. The more common schedules of partial reinforcement used in dog training are: **[ratio schedules]** require a certain number of operant responses E. G., 10 responses -- to produce the next re enforcer. The required number of responses may be fixed from 1 reinforcer to the next -- fixed ratio schedule, or it may very from 1 reinforcer to the next- variable ratio schedule, or may occur randomly- random ratio schedule. - **Fixed ratio schedules** are those where a response is reinforced only after a specified number of responses. This schedule produces a high, steady rate of responding with only a brief pause after the delivery of the reinforcer. Example would be every five sets are rewarded. **Variable ratio schedules and random ratio schedule** occur when a response is reinforced after an unpredictable number of responses. The more the animal offers the behavior the more chance he will be rewarded. These schedules create a high steady rate of responding. Gambling and lottery games are good examples of a reward based on a variable ratio schedule. This schedule is most resistant to extinction. Example B that the number of sits are varied every time a reward is delivered. **[Differential reinforcement schedule]** This is when only certain rates or certain types of responses are reinforced. - **Differential reinforcement of incompatible behavior** You use a frequent behavior without punishing it by reinforcing an incompatible response. An example would be reinforcing sitting to reduce jumping. - **Differential reinforcement of other behavior** also known as a mission training procedures, an instrumental conditioning procedure in which a positive re enforcer is delivered only if the participant does something other than the unwanted response. An example would be reinforcing any behavior that does not include jumping. - **Differential reinforcement of excellent behavior.** Used to reward behavior responses that are of higher quality than average. Example is only rewarding a sit that's response time is within 3 seconds. - **Differential reinforcement of high rates.** Used to encourage a high rate of response. Response is rewarded within a certain time from the last response. Often used with children, an example would be a student who participates in classroom discussion by answering questions an average of one time per 90 minute reading block. The criterion established is 2 answer per reading block. At the end of the reading block, the student is provided a reinforcer for answering two questions period overtime, the criterion may be increased to three or more answers. - **Differential reinforcement of low rates** response must happen only after a certain time has elapsed from the last response. Often used with children, example would be a child interrupts the classroom on average of nine times per 30 minutes. The limit established is 8 interruptions per class and the student receives a reward at class and if interruptions were kept to 8 or less. Overtime, the criterion may be lowered to seven or less. **[Duration reinforcement schedules:]** This is when the response must be maintained for an entire interval for a reward to be given. - **Fixed duration.** Provides reinforcement at a fixed time since the last reinforcement. Example is rewarding the state for every 30 seconds. - **Variable duration.** Provides reinforcements at an average variable time since last reinforcement. Example would be rewarding the state at 10 seconds, then 30 seconds, then 10 seconds and so on. - **random duration** provides reinforcement at random intervals. Example would be rewarding the state at completely random times never repeating a pattern. **[Premack principle]** Behavioral psychologist David Premack discovered what is called the Premack principle, that is: a high probability behavior (which is something the dog loves to do) can reward low probability behavior. The opportunity to engage in a desirable activity reinforces the behavior required to engage in the less likely behavior example dog must sit before chasing after the ball or dog must wait at the door before going through. **[Habituation]** The ability to stop reacting to meaningless stimuli. Anything that occurs over and over again may lead to habituation. Example of this is a puppy learning that traffic does not mean anything as it passes by over and over again with no consequences. **[Sensitization]** It is the opposite of habituation. This is when the dogs response becomes stronger towards the stimuli. Example of this is a dog who is scared of Thunder; Each time a Storm passes the reaction will become more intense. **[Adaptation]** Is the physical process of tiring and unlike habituation, does not involve learning. The sensory neurons can tire, and when they do they can actually stop working period example would be for humans, no longer smelling a strong fragrance. The fragrance has not left but we can no longer smell it. Sensory adaptation is a concern with detection dogs it is not known how much olfactory stimulation leads to adaptation. **[Learned irrelevance]** This is quite common to see on the first night of training class period the owners will repeat a command and the dog acts as if the owner is not even there. A dog that stops responding to a stimulus because it has no consequences displaying learned irrelevance. A common example is the recall cue come if it is previously been said over and over without a consequence the dog will have learned that the word means nothing. **[Extinction]** This involves the removal of reinforcement. This is what happens when rewards are no longer being given. The behavior is degraded until it is no longer offered. **This is not unlearning, as the dog simply learns a new rule.** **[Extinction burst]** The term extinction burst describes the phenomena of behavior temporarily or briefly getting worse, not better, when a previously rewarded behavior is no longer being rewarded. Example is a dog crying in the crate, if the owners unintentionally rewarded crying but are now ignoring the crying behavior; The dog will generally get louder and more agitated before he lays down an relaxes. **[Spontaneous recovery]** Behavior that is affected by extinction is apt to reoccur in the future when the trigger is presented again. This is known as spontaneous recovery period a dog who has been trained not to jump on people, begins to jump on the owner. **[Orienting response]** This is the behavior of turning the head towards a noise or visual stimulus. Example is a door slamming, or dog barking, the dog will orient to where the noise has come from. **[Factors that affect learning]** **Reward:** The amount in the quality of the reward have direct effects on behavior. When given a choice, dogs will choose several small rewards over one large reward because the act of eating is rewarding, in dog training this is called **jackpotting**. Dog find the particular treat rewarding, many owners are baffled when their dogs turn down a treat that the bag says they will love for something simple like cheese or liver treats. **Timing** Timing is exceptionally important for all types of training period without proper timing miscommunication and confusion can make training a chore for both human and canine. **Fun:** Yes, fun! It is important that both the dog and the owner see training as fun, if it is a chore they will not practice period a dog that is engaged and really enjoying a training session will be more likely to learn an offer good behaviors all the time period owners need to be constantly reminded that training should be fun. A little enthusiasm can go a long way! **Salience:** This is a discriminate stimulus that is very visible or noticeable, such as a smelly salmon treat right at nose level. **Satiation or deprivation:** The effectiveness of a consequence will be reduced if the individual's appetite for that source of stimulation has been satisfied. Inversely, the effectiveness of a consequence will increase as the Individual becomes deprived of that stimulus. If someone is not hungry, food will not be an effective reinforcer for behavior. Satiation is generally only a potential problem with primary reinforcers, those that do not need to be learned such as food or water. new line **Environment and stress:** Stress effects all of Us. today\'s research suggests that stress can block chemical reactions in the brain that are necessary for learning period stress can disrupt learning and memory development as it forces the brain to revert to more primitive survival Needs. to foster creativity and learning To foster creativity and learning, **trainers should learn how to minimize stressful situations.** **Contingency:** If a consequence does not contingently ( reliably, or consistently) follow the target response, it's Wha on the response is reduced. But if a consequence follows the response consistently after successful instances, its ability to modify the response is increased. The schedule of reinforcement, when consistent, leads to faster learning. **[stimulus control]** This is putting behaviors on cue. If your dog reliably responds to a specific cue, it is under stimulus control. Owners are tempted to use verbal cues immediately in training period however, they should not add verbal cues until they can get the behavior reliably with either offered behavior or hand signal. **[Overshadowing:]** This is when the stimuli are not noticed by the dog because there are more enticing stimuli present period for example when teaching a down using a food lure, the dog is following the treat rather than learning the hand signal for down. **[Discrimination:]** This is the ability to respond to a specific stimulus. **[Generalization:]** Dog learns to respond to a specific stimulus in all environments. **[Proofing:]** This is when the dog has achieved a high level of generalization in different situations. **[Blocking:]** This happens when a stimulus is disregarded by the dog when two stimuli are presented together in one is an established stimulus. Example saying sit with the hand signal but they don\'t know the word yet. **[Aversive control of behavior]** [Escape/ avoidance:] an avoidance response is a form of escape behavior present in animals in which the subject evades an aversive event. This can be due to anxiety or a frightening situation. Avoidance response is a response that is not necessarily conditioned before being exposed to in the stressful or fearful situation, the stimuli could be neutral E. G. A dog learns to walk quietly at the handler side in order to avoid being choked by the leash and collar. [Flooding/ response prevention] Sledding is a psychotherapeutic method for overcoming phobias in which you expose the subject to their fears at full force. This is a faster, yet less efficient and more traumatic, method of rooting fears when compared with systematic desensitisation. When dealing with canines, this method is unethical and more often than not only causes more harm. The idea behind this method is to overexpose a subject to their fears to prove that nothing bad will happen. An example of this would be placing a pup that is scared of loud noises into a small room an playing allowed tape of fireworks. For humans it would be placing in individual scared of snakes in a room full of snakes. [Experimental neurosis:] This happens with the outcome of a dog forced to make a discrimination that is no longer possible. The dog may be extremely anxious. An example of this in dog training would be when an owner says sit down and the dog has a separate response trained for sit and for down. [Taste aversion learning:] This is the process in which a dog learns to avoid certain foods or tastes. Example would be spraying bitter apple on a leash to stop a leash biter. [Learned helplessness:] Learned helplessness occurs when an animal is repeatedly subjected to an aversive stimulus that it cannot escape. Eventually, the animal will stop trying to avoid the stimulus and behave as if it is utterly helpless to change the situation. Even when opportunities to escape are presented, this learned helplessness will prevent any action. An example would be a dog that literally shuts down and sits in the middle of the yard, when electrical fences are in use.