20 th Annual California Industrial Hygiene Council “Safety in the Zoological Industry” San Diego Zoo Global Gary Priest, 2010 ©

Animal Learning - Objectives n To understand basic principles of animal training n METHODS n To give you a tool box and several valuable tools with different names and uses n To create an understanding of several different techniques to accomplish this

Animal Behavior n What is behavior? n Why is behavior important? n Understanding behavior and how to arrange the consequences (or) How keepers can make the principles of behavior work to their advantage.

So, what is behavior? n BEHAVIOR Any measurable response or act, either muscular or glandular, that an organism makes.

Behavior modification has recently become an important tool in zoos to: n Enhance keeper safety n Facilitate routine maintenance n Facilitate veterinary care n Encourage cooperation in research n Provide for shows and presentations n Better provide for the animal’s psychological well-being

The Core of Behavior: FORM & FREQUENCY n At its root, all behaviors can be broken down into two basic categories: n #1. What it looks like (The behavior’s form or topography) n #2. How often it is performed (The frequency) n Consequences change behavior!

The A,B,Cs of Animal Training n The Antecedent – the stimului that triggers the behavior n The Behavior – what does it look like? The topography or form & frequency n The Consequence – reinforcement either positive or negative

CONDITIONING n In order to change behavior, trainers predict, modify, and control the environment. n Simply put, conditioning is a change in the form and frequency of a behavior due to the influence of reinforcers or punishers in the environment. n In nature, animals are being conditioned all the time. The same rules of learning apply regardless of the setting.

REWARD n A satisfaction-yielding stimulus that is obtained upon the successful performance of a task.

This bear’s fishing behavior has been conditioned by the reward that follows.

PROBABILITY n Probability is the likelihood that a given behavior will occur. n Trainers apply rewards to specific behaviors in order to increase the probability that the behavior will occur again. n Behaviorally, trainers “stack the deck” through their use of rewards.

REINFORCEMENT n The strengthening of something by adding to it. n Anything that strengthens the stimulus/response connection. n Generally, anything that strengthens learning.

Behavior is largely determined by its consequence. n There are three possible consequences to a given behavior: – Positive (+) – Negative (-) – Neutral

Consequences n Positive consequences tend to increase the frequency of the behavior they follow. n Negative consequences tend to decrease the frequency of the behavior they follow.

Neutral or No Consequence n Neutral - We constantly filter out environmental stimuli that have no apparent value to us. We only pay attention to the important stuff.

Behavioral Consequences & Problem Solving Trainers usually want to do one of two things: They want to increase desirable behaviors or they want to decrease undesirable behaviors. Trainers usually want to do one of two things: They want to increase desirable behaviors or they want to decrease undesirable behaviors. Because behavior is largely determined by its consequences, controlling these consequences is the key to controlling almost all behavior. Because behavior is largely determined by its consequences, controlling these consequences is the key to controlling almost all behavior.

What would be the behavioral consequence of ignoring these stimuli?

Primary Reinforcer or Unconditioned Reinforcer n Anything of intrinsic value to an organism; examples are biological needs for food, water, sex, and social needs.

Conditioned Reinforcer or Secondary Reinforcer n A conditioned reinforcer is a previously neutral stimulus with no rewarding properties. It becomes reinforcing because of its association with a primary reinforcer; it derives its meaning as a result of its association with basic unconditioned reinforcers.

Money is an example of a conditioned reinforcer

$ MONEY $ n On it’s own, money has no particular intrinsic value. You can’t eat it or wear it. n It does have value through it’s association with just about every imaginable primary reinforcer. n It is a secondary reinforcer.

Motivation / Satiation n MOTIVATION - The force that regulates behavior because of drives, needs, or desires and is directed towards goals that will satisfy the need. An organism’s behaviors are partly determined by its own internal state. An organism’s behaviors are partly determined by its own internal state.

The internal state of the carnivore causes it to engage in hunting behaviors.

Motivation / Satiation n SATIATION - This has occurred when a normally positive stimulus is repeatedly offered until it loses its reinforcing properties

After making a kill, a big cat may sleep up to 20 hours a day. It’s motivation has changed.

POSITIVE REINFORCEMENT n The primary tool used in progressive animal training. n Positive reinforcement is anything that the animal wants. n Reinforcement is relative. (Rain can be a positive reinforcement to a duck and an aversive stimulus to a cat). n Know your animal!

What is an aversive stimulus? n An aversive is something that a subject wants to avoid. It is noxious, painful, or otherwise unpleasant.

NEGATIVE REINFORCEMENT n As we consider this topic, it is important to realize that the term “negative reinforcement” does not apply to the “quality” of the consequence. n Here is why...

Escape Feels Good! Escape Feels Good! n Negative reinforcement is what happens the instant an aversive stimulus is terminated as a result of a behavior. n When a negative reinforcement is used properly, an escape response is reinforced.

Negative Reinforcement at work in the wild where the predator is the aversive event. Escape feels good!

RELATIONSHIP & ATTITUDE n Progressive trainers work to develop relationships with their animals. n They see the animal’s good attitude as a behavior that should be reinforced. n The use of (+ R) promotes these principles while the use of aversives does not.

Some common examples where (- R) has been used. n Using a water jet to move a primate from one space into another. n Netting a dolphin through a gate. n Using a bit to train a horse to turn right or left. n Using a choke collar to train a dog to heel.

What about the most powerful learning environment? n Experimental psychologists report that the most powerful learning environment occurs when both (+ R) & (- R) are used when shaping behavior. n But only in very rare circumstances would this approach be recommended because a good relationship with the trainer is very important.

POSITIVE & NEGATIVE REINFORCEMENT n The key concept for you to remember is that both positive and negative reinforcement cause the frequency of the performance of a behavior to increase, but for very different reasons.

The Bridging Stimulus is a Conditioned Reinforcer n It is created by association with a primary reinforcer. It can be a touch, a word, or some other distinct sound. n The bridging stimulus “bridges” both time and distance.

Some examples of different kinds of bridging stimuli.

SHAPING n Shaping is possible because the behavior of living things, from amoebas to whales, is variable. n A significant chunk of an animal’s behavioral repertoire is plastic and through reinforcements can be molded.

SUCCESSIVE APPROXIMATIONS n A stair-step process where behavior is shaped to approach a desired form by selectively reinforcing those behaviors which lead towards the desired form.

TARGET TOUCHING n From this one simple behavior, trainers can shape just about any gross body movement. n Target touching helps the animal orient to the familiar when it is in an unfamiliar environment. n Establishing the target and bridging stimulus can be done at the same time.

Historically, flags have been used as battlefield targets

Targeting is also frequently found in nature. Note the distinctive pattern on the hind quarters of these gazelle.