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Animal Training > Final > Flashcards

Final Flashcards

1
Q

You are more likely to make progress if

A

you make your approximations very small

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2
Q

If you think that physically manipulating the animal using a leash or creance is something to avoid or reduce, you are more likely to

A

focus on shaping the behavior you want

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3
Q

Trainer’s goal

A

make the animal want to do the behavior

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4
Q

letting inner primate take over

A

thinking the animal is always testing your behavior

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5
Q

According to the Balance Model

A

the desirable stimuli offered by the trainer may not outweigh the aversive stimuli present.

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6
Q

Training a shy animal to come to you would be an example of modifying the

A

responsiveness of the animal

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7
Q

What is the difference between theory and application

A

Theory refers to operant principles

Application refers to techniques

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8
Q

What characteristics of dolphins led to innovative training techniques

A

Because dolphins cannot be forced to perform

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9
Q

animals with the longest history of training in zoos

A

elephants

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10
Q

marine mammal trainers were the first to put the techniques of operant conditioning to widespread use in

A

the zoological community

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11
Q

Ken Ramirez defines training as teaching because

A

the trainer teaches the animal how to live in its new environment

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12
Q

According to Ken Ramirez, the real goal of animal training is

A

animal care

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13
Q

Important questions to ask about each animal under your care when starting a training program

A

Where does it normally live? What is its social structure like? What does it eat? What animals does it encounter in the wild and how do they interact? What other factors are important to its life?

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14
Q

According to Ramirez, besides behavioral theory, a good trainer must know

A 
the natural history and biology of animals.
about veterinary care.
nutritional and dietary needs
water quality
all aspects of animal care
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15
Q

Ken Ramirez says trust is developed between the animal and the trainer through

A

Feeding animal
Caring for animal
Playing w/ animal

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16
Q

Scanning for behavior

A

capturing behavior

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17
Q

Bringing the behavior under stimulus control

A

establishing a cue for the behavior

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18
Q

targeting

A

teaching animal to touch some part of body to an object.

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19
Q

Training can be kept fun for the animal by

A

never allowing a training session to go on too long.

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20
Q

When Ted Turner talks about letting go of our humanism, he means trainers should

A

let go of the human tendency to punish incorrect behavior and focus on on positively reinforcing correct behavior

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21
Q

Before training an animal, you should learn about that species’

A
  • Natural history
  • Anatomy and physiology
  • social structure
  • feeding habits
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22
Q

In captivity, an animal’s diet includes

A

everything you feed the animal

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23
Q

An animal’s diet should include a variety of items because

A
  • provides a more balanced diet

- at times you may not be able to get certain foods

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24
Q

base diet

A

what the animal gets regardless of its performance. can be added to if the animal performs well

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25
Q

Important measurements of the animal’s motivation include

A
  • body weight

- behavioral rating

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26
Q

Different species will vary in their needs for

A
  • climbing structures
  • supplemental heat
  • places in which to hide
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27
Q

Good record keeping allows you to

A
  • identify trends
  • track progress
  • communicate w/ co-trainers
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28
Q

non-training records

A

records of medical problems
environmental
observation

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29
Q

pre-training plan

A

describes steps that will be taken in training a behavior

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30
Q

training record

A
  • documents actual steps taken in training a behavior

- includes adjustments to plan

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31
Q

The trainer will have more info for solving problems and making sound decisions by

A

learning about the non-training aspects of their animals’ lives.

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32
Q

Information which should be included in training records include

A
  • behavioral rating
  • weather conditions
  • time of training session
  • people involved in session
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33
Q

Monthly diet summaries can provide

A

information about trends in the animal’s general
state.
indication of health problems

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34
Q

Things which can be determined by observation

A
  • frightening stimuli
  • dominance relationships
  • activity patterns
  • favorite resting place
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35
Q

a complicated record keeping system

A

may be too difficult to use

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36
Q

free contact

A

animal and trainer have equal access to work area

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37
Q

semi-protected contact

A

some restraint protects trainer from animal

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38
Q

protected contact

A

barrier separates trainer and animal

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39
Q

confined contact

A

animal is restrained

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40
Q

remote training

A

no contact of any kind between animal and trainer

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41
Q

A trainer’s biases and attitudes can affect

A

How he approaches training, how he solves problems

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42
Q

The limitations an animal may have as the result of its perceptual systems may be seen as

A

a lack of learning ability

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43
Q

In the final analysis, the intelligence of the animal is

A

irrelevant b/c any animal will respond to operant conditioning

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44
Q

If a trainer is emotionally upset about something in their personal life, in regards to training, they should

A
  • let someone else make the decisions

- postpone the training session

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45
Q

Training is successful because

A

the trainer reinforces good behavior, not good thoughts or intentions

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46
Q

If the trainer makes excuses for the animal then later

requires better behavior, the animal

A

may become confused or frustrated

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47
Q

Evidence that trainers should not try to understand the thoughts of their animals includes:

A

people misinterpret other people’s exressions

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48
Q

Trainers, being compassionate people, can become too emotional and

A

make bad training decisions

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49
Q

A less-educated or self-taught animal trainer may

A
  • have many superstitious behaviors

- be unable to say how he is cueing the animal

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50
Q

Every interaction a trainer has with his animals has some kind of reinforcing value because

A

training is happening all the time

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51
Q

Non-formal interactions help a trainer develop

A
  • better understanding of each individual animal

- good animal sense

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52
Q

According to Ramirez, play sessions can help a trainer

A
  • shape interactive behavior.
  • determine preferences (favorite toys, games, tactile spots)
  • build a relationship with the animal.
53
Q

Play sessions with carnivores

A

may result in trainer having to discipline the animal

54
Q

In general, before touching an animal, you should

A

let it know you are going to touch it

55
Q

Gail Laule’s window of opportunity idea

A

you can compare each species in terms of accessibility to learning vs. amount of instinctive behavior.

56
Q

Devoting training time to desensitization

A

helps you anticipate problems and avoid disaster

57
Q

A negative reinforcer is reinforcing

A

when it is taken away

58
Q

A major limitation of training with reinforcement is that

A

you can’t reinforce behavior that is not occurring

59
Q

In general, if an animal is frightened, it will

A

be unable to learn

60
Q

Techniques used to get a subject to start doing a behavior include

A
  • shaping
  • targeting
  • baiting
61
Q

Whether something is reinforcing depends on the

A
  • subject’s state

- animal’s natural history

62
Q

It is useful to have a variety of reinforcers available because

A

the animals find variety interesting

63
Q

With negative reinforcement, a change in behavior makes the

A

aversive stimulus go away

64
Q

True or false, training can be done almost entirely with negative reinforcers.

A

True

65
Q

In the example of training a skittish llama to allow a person to get close enough to touch it, the negative reinforcer was

A

the proximity of the trainer

66
Q

Each instance of negative reinforcement

A

also contains a punisher

67
Q

The informational content of the reinforcer is more important than the reinforcer itself because it

A

tells the subject exactly what you want

68
Q

When you are having difficulties in a training situation, what is the first question you should ask yourself?

A

Am I reinforcing too late?

69
Q

Baiting can reinforce non-response because

A

presentation of the food is a conditioned reinforcer

70
Q

If the negative reinforcer doesn’t cease the instant the desired result is achieved,

A

the negative reinforcer doesn’t provide any information and is not reinforcing

71
Q

Advantages of using the smallest food reinforcement possible include:

A

It allows more reinforcers per session before the

animal becomes satiated.

72
Q

In order to use small reinforcements, the animal

A

may need to be trained to accept them

73
Q

According to Pryor, the animal’s diet can be divided into 80 reinforcers and the trainer should use

A
  • one-quarter of the diet if doing only one session a day.

- use 20-30 reinforcers each session if doing 3-4 sessions.

74
Q

According to Pryor, a jackpot

A
  • may be 10x bigger than a normal reinforcer.
  • can be used to mark a sudden breakthrough
  • comes as a surprise to the animal.
75
Q

According to Pryor, the problem of reinforcing the subject at the precise moment it is doing the correct behavior is solved by using a

A

conditioned reinforcer

76
Q

A conditioned reinforcer can be made more powerful by

A

Pairing it with several primary reinforcers

77
Q

If the bridge is a termination signal, when should you bridge when you are training an animal to hold an object?

A

When the animal has held the object the target amount of time

78
Q

Besides being a conditioned reinforcer, the clicker also can function

A

to communicate specific info

79
Q

keep going signal

A

tells the subject it is doing the right thing

80
Q

Using the bridge as a keep going signal can weaken it by

A

extinguishing the conditioning associated with it.

81
Q

A conditioned aversive signal communicates to the animal that

A

what it is doing now is not good and something bad will happen unless it stops

82
Q

According to Pryor, mistakes often made by a trainer who uses lots of corrections include:

A
  • viewing correction as equivalent to positive w/o taking into account other effects it has on learner
  • using reprimands and punishers w/o establishing a warning signal.
83
Q

Unlike a no-reward marker, a stop signal

A

may lead to reinforcement

84
Q

the redirection signal

A

tells the animal to try something else

85
Q

LRS is most like

A

the stop signal

86
Q

To reliably maintain an already-learned behavior it is necessary to

A

reinforce it only occasionally and on a random, unpredictable basis

87
Q

A trainer would not use a variable schedule when the behavior involves

A

solving some kind of puzzle or discrimination

88
Q

Differential reinforcement of stronger behavior is facilitated by using

A

variable reinforcement

89
Q

The problems with fixed schedules include

A

Early responses in a series become weaker

90
Q

When training the animal on a long-duration behavior,

A
  • the animal may show a low rate of responding at the beginning of the interval.
  • you need to train for attitude
91
Q

When the Navy trained their belugas for hearing tests in deep water, they

A

gradually increased the time the animals had to stay at the station.

92
Q

In order to avoid superstitious behavior, you should

A

introduce variations in all the circumstances that do not matter to you.

93
Q

Shaping is possible because

A

behavior is possible

94
Q

According to Pryor, how fast you can raise the criteria is a function of

A

how well you communicate what your rules for gaining reinforcement are

95
Q

Since one reinforcement can convey only one piece of info at a time, you should

A

train only one aspect of any particular behavior at a time

96
Q

To effectively shape a behavior, the trainer needs to identify all

A

the criteria involved

97
Q

You should put the current level of response on a variable schedule before raising the criteria so

A
  • you can differentially reinforce stronger or better responses.
  • the subject will tolerate occasionally not getting reinforced
  • the behavior will be more resistant to extinction.
98
Q

According to Pryor, an extinction burst

A

the result of non-reinforcement

99
Q

When you start working on a different part of the behavior, already-learned behavior

A

may get sloppy

100
Q

You should have all your shaping steps planned out before training

A

b/c you can’t predict where breakthroughs will occur

101
Q

When an animal makes a breakthrough, the trainer

A
  • can jackpot the animal

- may firmly establish what was learned by continuing the training

102
Q

Only one trainer should shape a new behavior because

A

better consistency is achieved

103
Q

If the shaping procedure you are using is not working, you should

A
  • examine your assumptions about what is reinforcing.

- consider trying different approximations.

104
Q

Ending a session on a high note means

A
  • leaving the animal with a positive impression.

- quitting before the animal’s attention runs out.

105
Q

A useful tool for shaping behaviors that involve movement of the animal is

A

target training

106
Q

mimicry

A

learning by observation

107
Q

To make modeling work, you should

A

fade out your physical assistance, reinforce small efforts made by animal

108
Q

the effects of shaping include

A

increasing the animal’s attention span

109
Q

When there is nothing an animal can do to avoid an aversive stimulus and no escape is possible, the animal is likely to show

A

learned helplessness

110
Q

According to Pryor, cues are learned when

A

the behavior associated with the cue has a history of being reinforced.

111
Q

According to Pryor, reasons an animal might respond slowly to a cue include:

A

the animal was not taught to respond quickly

112
Q

In conventional training, a cue is a conditioned negative reinforcer because the animal

A

learns to do the behavior to avoid being pushed into position.

113
Q

With operant conditioning, because the cue is associated with the behavior that leads to reinforcement, the cue is a

A

conditioned positive reinforcer

114
Q

shaping the response to the cue

A
  • reinforcing small starts of the behavior after the cue is given.
  • gradually requiring the entire behavior.
115
Q

Clever Hans phenomenon

A

apparently amazing behavior unconsciously cued by the experimenter.

116
Q

According to Pryor, a signal is faded by reducing

A

the magnitude of the signal

117
Q

According to Pryor, a signal is faded to its limit when the

A

the animal can just perceive it

118
Q

fading the cue

A

increase the animal’s attentiveness

119
Q

A cue can be a shortened version of

A

the motion the target followed during the shaping of the behavior.

120
Q

limited hold

A
  • used to shape prompt response to a discriminative stimulus.
  • gradually decreasing the time in which the subject
    has to respond before removing opportunity for reinforcement
121
Q

ways to eliminate anticipation

A

giving the animal a time-out when it offers the behavior before it is given the cue

122
Q

teaching a behavioral chain backwards

A

facilitates the SD for a behavior serving as a conditioned reinforcer for a previous behavior.

123
Q

If an animal incorrectly does one of the behaviors in a chain, the trainer should

A

retrain the behavior which was done incorrectly

124
Q

According to Pryor, when an animal knows lots of cues, it will

A

learn new cues more easily

125
Q

According to Pryor, a prelearning dip occurs because the animal

A

is focusing on the cue instead of the behavior

126
Q

A tiger in the old compound at the college was not trained during the summer then a student started training the cat for training class in the fall. During the first training session, the tiger did all five of the behaviors it had been taught previously. In subsequent training sessions, the tiger did fewer and fewer of these behaviors until the cat was not responding at all to the student. The student thought the tiger was testing her but Gary disagreed. Briefly describe what was done to get the animal responding again and what this says about reinforcers.

A

To get the animal responding again the trainer would walk away (time out) if the animal failed to do the behavior she asked and would reinforce the animal w/ both food an lots of attention when the animal did the correct behavior. This tells us that the animal was really craving attention (over food) - something it had been somewhat deprived of all summer. Moral: don’t get caught up in only using one type of reinforcement - be sensitive to the animal’s signals and adapt what type of reinforcement you use.

127
Q

List the steps, in the correct order, involved in teaching a dolphin to target

A
  1. touch your hand to dolphin’s rostrum, bridge, and reinforce. do this a number of times
  2. move hand a couple of inches away from dolphin’s rostrum
  3. bridge and reinforce any movement towards hand
  4. once dolphin is reliably moving forward and touching hand keep increasing distance it has to travel to touch it so it will eventually be able to target from any distance
128
Q

Describe how intermittent reinforcement can be used to increase the duration of a behavior such as an extended target or stay.

A

Start w/ behavior that is on continuous reinforcement schedule, then start reinforcing for performing that behavior for slightly longer period, say 2 seconds. Increase time slowly until you at 5 seconds. From there, move to variable interval schedule w/ average of 5 seconds. By increasing the average, you can increase duration of behavior significantly.

129
Q

What four conditions define perfect stimulus control?

A
  1. behavior is performed when cue us present-always
  2. behavior is not performed when cue is absent
  3. no other behavior occurs when cue is present
  4. behavior is not performed in presence of different cue

Animal Training (1 decks)

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