BASIC
ADVANCED
SEARCH
If we are going to
train our Dogs [and our Handlers] to be ready to perform a potential
“Life-Saving” function then it follows that we should give some effort to Learning
How To Train.
We have an idea of what
we ultimately want in terms of Avalanche Dog Team performance, ( see Training
Framework ).
How to get there
and How to keep it are questions that every dog trainer, no matter what
discipline, asks themselves.
We have all attended
dog classes and been given training tips but maybe haven’t had the theory
behind them fully explained. Remember, in a class there is an
instructor, but you are the trainer –they should be teaching you how to teach.
There are some good instructors around so demand performance from them.
Saying that leads to
the recommendation that we all give some individual effort to better understand
how dogs learn and how to teach them. Training with a few tips and techniques won’t enable us to
develop better and better performance from our K9 Dog Teams. A good trainer, one who understands the
theory of learning in dogs, will be able to translate this into a program of
practical steps that will lead to the performance goals he or she has in
mind
“If
it doesn’t work try something else” — easier done [e.g. modify a training
technique, change elements in a behavior, etc.] if you have some background.
There is a large
(colossal) amount of knowledge available regarding the study of animal learning
and training that has developed over the years and Dog Trainers have explored
and utilized this body of knowledge more and more to develop their training
methods. There is a variety of training
methods, clicker training, lure/reward, shock collar (Ecollar) training,
etc. but in one way or another they all utilize the Basic laws of
learning.
As trainers who have produced validated working
dogs, you are aware of these processes and have applied them. How many times have you read a dog training
book and found something that made you say
- “somehow I just knew that and
do that, it’s common sense” and patted yourself on the back because you are
smart. With a little more depth just
imagine what you might be able to do in refining specific skills, adding new
ones or creating that blow-everyone’s-socks off Avi Dog.
At this point it’s up to you. What are the standards you have set for yourself and for your
program? How good do you want to
be? How good do you need to be? What is the effort you are willing to
commit? Doing it right is never a
cakewalk but it can be fun and rewarding; and in some cases, absolutely
necessary.
This isn’t meant to be a total course in Operant
Conditioning. It’s intended as an aid
for us to reexamine and familiarize ourselves with training principals that are
backed-up by scientific principals.
Yes, this stuff has a good share of scientific
jargon, and some of it can be confusing at first glance. Hopefully this review will excite you about
the possibility of taking your training to even higher levels and provide some
new insight into your training methods.
And ease your foray into the world of
Sd – R -- Sr+.
This is a case of; “IF YOU WANT TO WALK-the-WALK”
then “YOU HAVE TO TALK-the-TALK”.
WHY BOTHER WITH THIS?
There are a lot of sources for advice on dog/animal
training. Where did it come from?
Some of it is trial and error
and more recently scientific research has come out of the laboratory and been
applies to more practical use in animal training. It has evolved
and is still evolving. THE VARIETY
– FITS SITUATIONS
An abbreviated definition of the Scientific Method -- the formulation of a hypothesis--experimentation to determine its truth or falseness—leading to a conclusion that validates the hypothesis. This can then serve as a basis for subsequent research and that provides a larger and larger body of knowledge. At some point this knowledge is applied to “real world” activities.
[It may be initially accepted as a fad but eventually
finds its place and its proper application
The beginning ---Thorndike’s Law of Effect
Responses
that produce rewards tend to increase in frequency. Or, behavioral responses that are most closely followed by a
satisfactory result are most likely to become established patterns and to occur
again in response to the same stimulus.
Sounds pretty simple NOW but it wasn’t in 1911 when Thorndike used the
cat's behavior in a puzzle box to describe what happens when all beings learn
anything. All learning involves the
formation of connections, and connections are strengthened according to the law
of effect.
At
one point this research led to experiments that determined that you didn’t
have to reward a proper response every time – in fact a random or variable
schedule of rewards produced a better response.
Then further investigation produced the concept of a secondary reward.
We apply these concepts today --- it’s a secure system – scientifically
proven – not trial and error or tip & tricks -- without background.
Just a few of the
plethora of books available are listed later.
It’s hoped that
this review will ease your journey.
GLOSSARY
BEHAVIORISM – the science of behavior
“A school of psychology that confines itself to the study of observable and quantifiable aspects of behavior and excludes subjective phenomena, such as motives and emotions”.
CONDITIONING – learning, a process of behavior modification in which the subject comes to associate a desired behavior ( or operant) with a previously unrelated stimulus or reinforcement.
OPERANT = Behavior
or Response
specifically a behavior that is under
control of the dog
The
dog can make the choice to do it or not to do it
The
dog can control the result the
CONSEQUENCES OF ITS CHOICE ----
OPERANT CONDITIONING –– the subject learns (through repetition and association) that how it reacts to a request/command can dictate the resulting consequences – offering the right behavior elicits a reward
PRIMARY REINFORCERS –
one that the dog doesn’t have to be taught to obtain or avoid,
reinforcements related to biological drives, e.g. food or water
(also called UNCONDITIONED REINFORCERS)
SECONDARY REINFORCERS –
are those that initially have no appealing or displeasing meaning to the dog
(also referred to as CONDITIONED REINFORCERS or NEUTRAL REINFORCERS ).
They become reinforcing through association with stimuli that are reinforcing.
Initially the Secondary [or Neutral] Reinforcement (e.g. “good boy” ,“yes”, applause, etc.
is paired with the Primary reinforcement [e.g. food] and it begins to function as a Reinforcement.
This has to be TAUGHT.
POSITIVE REINFORCEMENT –something the dog wants more of / something it will work for
A pleasurable stimuli either PRIMARY &/or SECONDARY presented when the requested behavior is properly offered
NEGATIVE REINFORCEMENT – something the dog wants to
escape or avoid
The removal of a painful or annoying stimuli (Aversive) once the proper behavior is offered
STIMULUS – something causing or regarded as causing a response
APPETITIVE – something the dog finds pleasing
AVERSIVE -- something the dog finds unpleasant
REINFORCING STIMULUS – an event (e.g., a treat) that follows a behavior and with association, will make it more likely to occur
CUE – a specific command, verbal &/or visual, that becomes associated with a specific behavior
SHAPING BEHAVIOR – reinforcing successive approximations of a desired behavior
A process of rewarding performance that gets closer to the ideal behavior
CHAINING – combining behaviors in a planned sequence
TASK ANALYSIS – breaking a task down to small parts that can be worked on individually and identifying the
stimulus – response – reward for each part
PUNISHMENT – the application of an aversive, an unpleasant, annoying or painful stimulus or the removal of an appetitive stimulus, something the dog finds rewarding
GENERALIZATION – “proofing” the response, training the dog to give the desired response in varying situations that present other, competing or possibly confusing stimuli