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Animal Training > Final Deck > Flashcards

Final Deck Flashcards

1
Q

Define stimuli

A

Anything that can be perceived by the animal
Animals are always learning- info is provided by everything in environment
Learned information then causes some kind of behavioral response

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2
Q

Types of stimuli

A

Unconditioned or primary stimuli- environmental information
Conditioned stimuli- cues/signals

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3
Q

What can be a cue

A

Anything the animal can perceive and trainer can use consistently

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4
Q

Define latency

A

time to respond to a cue
part of criteria- slow responses may have been shaped

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5
Q

How to condition the cue

A

Cue is associated with history of reinforcement:
Presence of cue- performance of a particular behavior is likely to be reinforced
Absence of cue- performance of a particular behavior is not likely to be reinforced

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6
Q

How to establish a cue

A

Shape behavior first
Teach cue after behavior is established
When you can predict animal will respond, start associating cue

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7
Q

Tips for training a cue

A

Give cue just as behavior is starting and gradually back up cue in time
Discrimination of cue and no cue
Work in blocks
Know cue is established once you have stimulus control

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8
Q

How do you know the animal understands the cue

A

Behavior always occurs immediately when cue is given
Behavior never occurs in absence of cue
Behavior never occurs in response to another cue
No other behavior occurs in response to the cue

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9
Q

How to transfer a cue

A

Pair second cue with presentation of first.
Commonly use a physical and verbal cue
Creates flexibility in how worked

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10
Q

Pros and cons of fading a cue

A

Cue can be made smaller in magnitude to make it less obvious to the audience. It can increase the animal’s attentiveness but is limited by the animal’s perceptual abilities

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11
Q

How to correct anticipation: animal offers behavior before it is asked

A

Correct by using set time frames
Set time goal for animal to NOT offer behavior
Reset time if animal offers behavior before goal is reached
Importance of feeding for attention/waiting

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12
Q

Define limited hold

A

Technique used to reduce latency when animal is not responding quickly enough to the cue
Reinforce for average response time, reduce over time with variability (like bell curve)

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13
Q

How to chain behaviors

A

Train last to first
Completion of one behavior cues start of next
Con- Animal may anticipate and skip steps in chain

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14
Q

Tips for trouble shooting behaviors

A

Discuss use of LRS
Think about application to ABCs of training
If something is not working, look at Antecedent and Consequence. Is there something in the cue/set up that is not allowing the animal to succeed? Is there something about the consequence not allowing the animal to succeed?

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15
Q

What is the goal of any session

A

To set the animal up to succeed

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16
Q

Why is the LRS beneficial

A

By using the LRS, we don’t reinforce incorrect behavior but allow animal to keep working
Pacing of session and handling LRS encourages good behavioral momentum

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17
Q

What determines whether something is reinforcing or not

A

Natural history
Subject’s state:
hungry, fearful, wanting attention, liking novelty

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18
Q

The arrival of reinforcement communicates what to the subject

A

The arrival of the reinforcer tells the subject what is being reinforced
(Baiting can reinforce a non-response)
(Negative reinforcer needs to cease as soon as desired behavior occurs)

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19
Q

Why is it beneficial to use the smallest size of reinforcement possible

A

Reduces time animal spends eating food
Spends more time learning
Takes longer to be full
Gives trainer more flexbility

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20
Q

Define jackpots

A

Reinforcement that is much bigger than normal
Surprise to the subject
May be used to reinforce a breakthrough

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21
Q

Define a continuous interval reinforcement schedule

A

AKA Continuous reinforcement (CRF)
With each behavior, a reinforcement is delivered. Every selected behavior is reinforced

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22
Q

Define a fixed schedule reinforcement schedule

A

When the responses are not reinforced every time they occur, but are reinforced at set times

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23
Q

Define Fixed Interval (FI)

A

the first behavior after a set period of time is reinforced. Ex: rat presses lever. This is limited to once a minute. So first press after that minute time frame is reinforced. Rat may keep pressing lever within the time window, but these are not reinforced

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24
Q

Define Fixed Ratio (FR)

A

Animal is reinforced after a set number of behaviors
So rat has to press lever 5 times to get reinforcement

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25
Q

Define Variable Interval (VI)

A

Time interval between reinforcements varies
Rat may be reinforced for touching lever once after a minute, then after 30 seconds, then after 5 minutes. Rat may keep pressing lever within the time window, but these are not reinforced.
Set a variance: average time and standard deviation time schedule moves around

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26
Q

Define Variable Ratio (VR)

A

Behavior reinforced after varying number of reiterations
Again need set variance with average and SD to vary around

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27
Q

Define differential reinforcement

A

AKA selective reinforcement
Adjusting reinforcement based on animals performance
Shaping tool

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28
Q

T or F: All behavior fall on a bell curve as to how “well” they are done

A

True. Using different schedules will change how much variability you have, and can be used to change how well an animal does a behavior

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29
Q

Define Random and Interrupted Reinforcement (RIR)

A

Reinforcers delivered intermittently in a randomized order.
So if a behavior occurred correctly, may or may not bridge, may or may not reinforce, and could deliver an unconditioned or conditioned reinforcement. All at random chance

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30
Q

Define Variable Ratio with Reinforcement Variety (VRRV)

A

Variable ratio schedule with the addition of secondary reinforcers in addition to primary ones

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31
Q

Define Continuous Reinforcement with Variable Ratio Primary Reinforcement Follow up (CRVRPRF)

A

With an animal that is well worked with, with a new behavior you always want to reward (ie continuous reinforcement), but you can deliver a variable primary reinforcer. Like using food, water, ice, etc. in varying amounts

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32
Q

As a new trainer, what type of reinforcement schedule should you use

A

Continuous schedule, fixed ratio. Also use when training a new behavior. With more experience (both you and your animal), introduce fixed ratio mixed with continuous, then can move to mix with variable ratio with differential reinforcement for established behaviors.
Use approximations to train reinforcement schedule

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33
Q

What type of reinforcement schedule will strengthen your behaviors

A

Variable schedules.

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34
Q

Why should you be careful about the timing of your reinforcement

A

You can accidently reinforce a negative behavior. Example: Polar bear pacing. Boomer ball given. Polar bear stops pacing. Ends up pacing more often because that was when reinforcement was given. Can also be positive- reinforcing while he is in water can encourage to spend more time in water and less time pacing

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35
Q

Define Least Reinforcing Stimuli (LRS)

A

Incorrect response leads to no change
A 3-5 second no response by the trainer for an incorrect response given by the animal following a signal.
Continue doing what you were doing- it is not changing the situation

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36
Q

What are the ABC’s of training

A

Antecedent
Behavior
Consequence

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37
Q

T or F: Every interaction you have with your animal is a ‘training’ session

A

True.

38
Q

Define shaping

A

Technique for training new behaviors- small shifts of behavior in right direction toward ultimate goal.
(If behavior already occurs for animal, can capture, if doesn’t, can shape)

39
Q

How does shaping affect the bell curve of behavior

A

Shaping increases the behavior in a specific direction on curve. Uses reinforcement of successive approximations.

40
Q

Define successive approximations

A

Baby steps. Increasing or altering a behavior incrementally by repeatedly changing the environment to amplify or extend the behavior

41
Q

What was the 1st use of the term “shaping” and “conditioned reinforcer”

A

Skinner 1951 “How to teach animals”

42
Q

What is the 1st Law of Shaping

A

Raise criteria in increments small enough that the subject always has a realistic chance for reinforcement. Don’t raise criteria beyond what the animal has offered. Subject has to understand that the rules have changed but reinforcement is still available. Ex: Sugar glider glide

43
Q

What is the 2nd Law of Shaping

A

Train one aspect of any particular behavior at a time; don’t try to shape for two criteria simultaneously
Each reinforcement conveys only one piece of information
Trying to train multiple criteria will be confusing and frustrating
Make sure you are clear about what criteria is, and isolate each piece. Ex: Nova

44
Q

What is the 3rd Law of Shaping

A

During shaping, put the current level of response onto a variable schedule of reinforcement before adding or raising the criteria.
Allows differential reinforcement. Makes behavior more resistant to extinction.
Ex: Val

45
Q

What is the 4th Law of Shaping

A

When introducing a new criterion, or aspect of the behavioral skill, temporarily relax the old ones
Already learned behavior may get sloppy when you start working on a diff part of the behavior. Ex: Puppy on barrel, generalized to a new location

46
Q

What is the 5th Law of Shaping

A

Stay ahead of your subject: Plan your shaping program completely so that if the subject makes sudden progress, you are aware of what to reinforce next
You can’t predict what parts of training the animal will find difficult and what parts it will find easy
Be prepared to jackpot/continue progressing. Ex: Miki

47
Q

What is the 6th Law of Shaping

A

Don’t change trainers in midstream; you can have several trainers per animal, but stick to one shaper per behavior
Consistency: for standards from animal, how trainers cue/reinforce
Ex. Nova

48
Q

What is the 7th Law of Shaping

A

If one shaping procedure is not eliciting progress, find another; there are as many ways to get behavior as there are trainers to think them up
Go back to operant principles, examine your assumptions about what is reinforcing, and think about other approximations

49
Q

What is the 8th Law of Shaping

A

Don’t interrupt a training session gratuitously; that constitutes a punishment. Ending a session:
-Plan your session: follow training plans and set animals up for success
-Think about how much reinforcement you have/how you will use it
-Always save plenty for end-plan for emergencies, end on a good note

50
Q

Pros and Cons of an “End of Session” signal

A

(Cue that signals a training session has ended)
Can indicate when an animal is in session versus not. May cause aggression or punish an animal who does not want to end session. May cause “rushing” or animal physically trying to stop end of session. Not having an end of session cue prevents anticipating end of session, and can produce more variety for a session

51
Q

What is the 9th Law of Shaping

A

If behavior deteriorates, “go back to kindergarten”, quickly review the whole shaping process with a series of easily earned reinforcers
Many factors impact animals performance
Learning is contextual

52
Q

T or F: Learning is context dependent

A

True.

53
Q

What is the 10th Law of Shaping

A

End each session on a high note. Plan to end positively. Set up for success.
Jackpot- high magnitude/high value reinforcement to mark great behavior
Memory will be strongest for start and end of session

54
Q

What do good training plans include

A

Background information (trainer, animal, relevant previous training information)
Description of what final behavior will look like/how it is cued
Successive approximations that realistically take animal from where performance is now to end goal
Each step should have clear criteria for when to move onto next step

55
Q

What do good training plans include

A

Background information (trainer, animal, relevant previous training information)
Description of what final behavior will look like/how it is cued
Successive approximations that realistically take animal from where performance is now to end goal
Each step should have clear criteria for when to move onto next step

56
Q

Define anthropomorphism

A

Assigning human qualities, characteristics, or motivations to animals
Can lead to poor training or care decisions. Affects how we approach training and problem solve. Changes relationship

57
Q

How can a trainer’s emotions affect the animal

A

Attachment to the animal can cloud judgement
Outside influences on emotions can too
If emotional state is not normal: Set emotions aside, postpone training session, don’t make decisions

58
Q

Describe animal intelligence

A

Animals are as smart as they have needed to be to survive
Individual variation
Perceptual abilities
Varied environments and pressures
You can shape the behavior of the animal regardless of its intelligence level

59
Q

T or F: Any interaction is training

A

True

60
Q

Aspects of developing a relationship with an animal

A

Trust account
Knowing what to expect
Developed through interactions
Non-formal
Reinforcement/ formal training history

61
Q

What is animal training

A

Training is a tool for changing behavior
Increasing the occurrence of desired behaviors
Decreasing the occurrence of undesired behaviors
Two types: Classical and Operant
Training is a language we establish with the animals. It is a game with set rules. The animal follow the rules. Change behavior to change the outcomes.

62
Q

What is classical conditioning AKA pavlovian conditioning

A

Reflex training
Unconditioned stimulus and response is
Associated to conditioned stimulus and response

63
Q

What is Operant AKA Skinnerian Conditioning

A

An animal’s behavior is determined by past experience
After a behavior occurs, the possible outcomes are referred to as:
Reinforcement
Punishment
Positive
Negative

64
Q

Define reinforcement

A

Something which increases the occurrence of a behavior

65
Q

Define punishment

A

Something which decreases the occurrence of a behavior

66
Q

Define Positive

A

Something which is given to (aka added) to the animal

67
Q

Define Negative

A

Something which is taken away (aka subtracted) from the animal

68
Q

Is reinforcement or punishment more effective for learning

A

Learning is faster, has better latency and better retention with reinforcement. For punishment to be comparably effective significant physical harm must occur

69
Q

Define primary reinforcement

A

A biological need that must be reinforcing to the animal
Basics needed for survival: food, water
This is good for the animal regardless of previous experience

70
Q

Define secondary reinforcer

A

Some argue same as conditioned reinforcer
Some argue inherently valuable to animal
Ex: Grooming, sunning, enrichment

71
Q

Define conditioned reinforcer

A

Another reinforcement that has been paired with the primary reinforcement
Learned as good to the animal based on experience with it

72
Q

What factors may influence the value of a reinforcement

A

Individual preference
Motivation
Frequency of use
Every interaction with an animal can be reinforcing (or punishing)
Dropping enrichment, social attention, etc. Every interaction with an animal matters

73
Q

What is a bridge

A

The bridge is a conditioned reinforcer
Tells the animal the exact moment they have done a desired behavior

74
Q

How do you establish a bridge

A

Pair a conditioned stimuli (CS) with an unconditioned stimuli (US). CS should be reinforcing, and highly relevant to animal (primary)

75
Q

What can be a bridge

A

Anything an animal can perceive
Typically clicker or whistle
Verbal’s like “good”
If verbal, or human whistle, think about consistency

76
Q

How long do you have to pair US/CS

A

Immediately (but up to 7 seconds). There are many factors that influence.

77
Q

T or F: Unconditioned Stimulus should be novel- learning occurs more quickly if animal has not had past experience with US

A

True. Due to US pre-exposure effect. Initial experience with a stimulus presented by itself slows subsequent conditioning of that stimulus.

78
Q

When should you bridge

A

Immediately as the desired behavior occurs/ Bridge delays >.5 seconds significantly reduces learning

79
Q

How much time between giving bridge and delivering primary reinforcement

A

Can reinforce 60 sec+ after bridge if needed. Bridge timing is most important.

80
Q

Name some different training techniques

A

Capturing/scanning
Shaping
Selective reinforcement of approximations

81
Q

What was the relationship between early humans and animals and how did it evolve

A

Early humans cooperated to drive predators off kills to take food
Moved to working with predators to kill prey and share food
Domestication- live and work with animals
Hunting, riding, messengers, herders, hauling, farm animals, etc.
Menageries- maintained and cared for wildlife as hobby. Sign of wealth/power

82
Q

Who was Ivan Pavlov

A

Russian, late 1800s to early 1900s
Varied background, advanced studies in medicine and physiology
Noble Prize 1904 studying digestion
Demonstrated a conditioned reflex
Dogs salivated at the sound of a bell after associated with food
Classical conditioning

83
Q

Define the ethologist

A

Studied animal learning and behavior through genetics (heredity) and instinctual behaviors.
Developed in Europe
Animal learning is the result of animal’s evolutionary biology and its genetic predispositions
Konrad Lorenz, Niko Tinbergen

84
Q

Define the behaviorist

A

Studied animal learning and behavior through observation and manipulation of cues/consequences
Developed in the US. All animal learning is due to consequences that occur after behavior
B.F. Skinner, J.B Watson.
Environment shapes behavior
Operant conditioning

85
Q

Define instinctual drift

A

Animal is operantly trained for one behavior and drifts back to instinctual behavior
Need to understand natural history when using behavioral techniques to shape behavior

86
Q

Important things to understand about the species and individual animal in order to be an effective teacher (trainer)

A

Natural history
Anatomy and physiology
Natural habitat
Social structure
Feeding habits
Natural behavior
Communication
Acquisition
Captive or wild born
Parent or hand reared
Source, rehab, past facilities, pet?
Experiences at past/current facilities, previous human interactions, housing and care
Training, medical, enrichment, behavior, diet
Motivation, enclosure parameters, social changes, structure, seasonal changes, records, etc.

87
Q

Why are records important

A

Track progress
Identify trends objectively
Help identify where changes in behavior occur and why they may have occurred
Communication with co-trainers/staff
Useful for future trainers
Documentation for other facilities if animal moved
Required for USDA/accreditation

88
Q

Important features of good record keeping

A

Easy retrieval of information
Easy entry of information
Standard formatting
Legends for rating scales
Complete and consistent
Need whole animal team to enter notes
Important to have other records to understand behavior within training sessions
Behavior observations

89
Q

When should you write a training record and what is the format

A

After every training session.
Format: Date, time, duration, people involved, location, behavioral rating, comments, stage goal of session, objective summary of what happened, suggested steps for next session

90
Q

Why do we train animals

A

Husbandry
Education
Medical behaviors
Enrichment
Research
Conservation
Habitat use
Work

Animal Training (3 decks)

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