Handbook of Applied Dog Behavior and Training: Adaptation and Learning, Volume 1

416 Pages·2000·1.89 MB·English

by  Steven R. Lindsay(auth.)

HANDBOOK OF APPLIED DOG BEHAVIOR AND TRAINING
Volume One
Adaptation
and
Learning
H
ANDBOOK OF
A D B T
PPLIED OG EHAVIOR AND RAINING
Volume One
Adaptation
and
Learning
Steven R. Lindsay
FOREWORD BY Victoria Lea Voith
Charter Diplomate, American College of Veterinary Behaviorists
President, American Veterinary Society of Animal Behavior
STEVEN R. LINDSAY, MA, is a dog behavior consultant and trainer who lives in Philadelphia, Pennsyl-
vania, where he provides a variety of behavioral training and counseling services. In addition to his long
career in working with companion dogs, he previously evaluated and trained highly skilled military work-
ing dogs as a member of the U.S. Army Biosensor Research Team (Superdog Program). Mr. Lindsay also
conducts workshops and is the author of numerous publications on dog behavior and training.
Cover design by Justin Eccles
Text design by Dennis Anderson
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Printed on acid-free paper in the United States of America
First edition, 2000
Library of Congress Cataloging-in-Publication Data
Lindsay, Steven R.
Handbook of applied dog behavior and training/Steven R. Lindsay; foreword by Victoria Lea
Voith.—1st ed.
p. cm.
Contents: v. 1. Adaptation and learning.
ISBN-13: 978-0-8138-0754-6
ISBN-10: 0-8138-0754-9
1. Dogs—Behavior. 2. Dogs—Training. I.Title.
SF433.L56 1999
636.7′0887—dc21 99-052013
The last digit is the print number: 9 8 7 6
Dedicated with affection
and respect to my dog,
Yuki,
whose gentle and sincere
ways have revealed the virtues
of the human-dog bond in
ways that words alone will
forever fail to express.
Contents
1 Foreword xi
1 Acknowledgments xiii
1 Introduction xv
1 Origins and Domestication 3
Archeological Record 4
Domestication: Processes and Definitions 4
Biological and Behavioral Evidence 11
Effects of Domestication 12
The Silver Fox: A Possible Model of Domestication 22
Selective Breeding, the Dog Fancy, and the Future 23
References 28
2 Development of Behavior 31
The Critical or Sensitive Period Hypothesis 33
Early Development and Reflexive Behavior 35
Socialization: Learning to Relate and Communicate 43
Learning to Compete and Cope 50
Learning to Adjust and Control 58
Preventing Behavior Problems 67
References 68
3 Neurobiology of Behavior and Learning 73
Cellular Composition of the Brain 75
Hindbrain and Midbrain Structures 76
Diencephalon 78
Limbic System 82
Learning and the Septohippocampal System 87
Cerebral Cortex 90
Neurotransmitters and Behavior 93
Neural Substrates of Motivation (Hypothalamus) 102
Neurobiology of Aggression (Hypothalamus) 103
Neurobiology of Fear 105
Autonomic Nervous System–mediated Concomitants of Fear 108
Neurobiology of Compulsive Behavior and Stereotypies 113
Neurobiology of Attachment and Separation Distress 115
viii CONTENTS
Psychomotor Epilepsy, Catalepsy, and Narcolepsy 119
References 121
4 Sensory Abilities 127
Vision 127
Audition 133
Olfaction 136
Vomeronasal Organ 145
Gustation 146
Somatosensory System 149
Reflexive Organization 154
Extrasensory Perception 156
References 161
5 Biological and Dispositional Constraints on Learning 167
Nature Versus Nurture 167
Instincts, “Fixed” Action Patterns, and Functional Systems 169
Instinctual Learning 171
Preparedness and Selective Association 174
Instinctive Drift and Appetitive Learning 182
Contrafreeloading 183
Genetic Predisposition and Temperament 184
Breed Variations 187
Inheritance of Fear 190
Heredity and Intelligence 193
References 195
6 Classical Conditioning 201
Pavlov’s Discovery 202
Basic Conditioning Arrangements Between Conditioned Stimulus and
Unconditioned Stimulus 203
Common Examples of Classical Conditioning 204
Konorski’s Conceptualization of Reflexive Behavior 205
Rescorla’s Contingency Model of Classical Conditioning 207
Stimulus Factors Affecting Conditioned-Stimulus Acquisition
and Maintenance 211
Conditioned Compound Stimuli 215
Higher-Order Conditioning 215
Generalization and Discrimination 216
Extinction of Classical Conditioning 218
Spontaneous Recovery and Other Sources of Relapse 218
Habituation and Sensitization 219
Special Phenomena of Classical Conditioning 219
Classically Generated Opponent Processes and Emotions 222
Counterconditioning 225
Classical Conditioning and Fear 226
References 231
Contents ix
7 Instrumental Learning 233
Differences Between Classical and Instrumental Conditioning 234
Theoretical Perspectives 236
Thorndike’s Connectionism 236
Guthrie’s Learning Theory and Behavior Modification 237
Tolman’s Expectancy Theory 240
B. F. Skinner and the Analysis of Behavior 243
Basic Concepts and Principles of Instrumental Learning 245
Motivation, Learning, and Performance 249
Antecedent Control: Establishing Operations and
Discriminative Stimuli 250
Premack Principle: The Relativity of Reinforcement 251
Learning and the Control of the Environment 252
Schedules of Positive Reinforcement 254
Everyday Examples of Reinforcement Schedules 255
Hope, Disappointment, and Other Emotions Associated
with Learning 256
Matching Law 257
Extinction of Instrumental Learning 259
Differential Reinforcement 260
Attention Control 262
Training and Stimulus Control 263
Shaping: Training Through Successive Approximations 263
Adduction 265
Chaining: Ordering Complex Performances 265
Prompting, Fading, and Shadowing 266
Rehearsal and Staging 267
Transfer of Learning 267
Behavioral Contrast and Momentum 268
Social Learning 269
Higher-Order Classes of Behavior 272
Attention and Learning 273
A Brief Critique of Traditional Learning Theory 276
Prediction-Control Expectancies and Adaptation 282
Conclusion 285
References 286
8 Aversive Control of Behavior 289
Fear and Pain 290
Negative Reinforcement and Avoidance Learning 290
Mowrer’s Two-Process Theory of Avoidance Learning 292
A Cognitive Theory of Avoidance Learning 294
Safety Signal Hypothesis 295
Species-Specific Defensive Reactions and Avoidance Training 297
Punishment 298
P+and P−: A Shared Emotional and Cognitive Substrate? 305
Punishers, Rewards, and Verifiers 306
x CONTENTS
Direct and Remote Punishment 308
Using Time-out to Modify Behavior 309
How to Use Time-out 310
Types of Time-out 312
Time-out and Social Excesses 313
Negative Practice, Negative Training, and Overcorrection
(Positive Practice) Techniques 314
Remote-Activated Electronic Collars 315
Misuse and Abuse of Punishment 316
Abusive Punishment: The Need for Universal Condemnation 320
General Guidelines for the Use of Punishment 320
References 322
9 Learning and Behavioral Disturbances 325
Experimental Neurosis 326
Gantt: Schizokinesis, Autokinesis, and Effect of Person 329
Liddell: The Cornell Experiments 332
Masserman: Motivational Conflict Theory of Neurosis 335
Frustration and Neurosis: The Theories of Maier and Amsel 340
Learned Helplessness 342
Post-Traumatic Stress Disorder 344
Conflict and Neurosis 346
Neurosis and the Family Dog 356
References 357
10 Human-Dog Companionship: Cultural and Psychological Significance 361
Theories of Pet Keeping 361
Forming the Ancient Bond 364
Affection and Friendship 366
The Effect of Person 367
When the Bond Fails 368
Psychoanalysis and the Human-Dog Bond: Conflicts and Contradictions 371
Communicating, Relating, and Attachment 374
The Question of Animal Awareness 381
Mysticism 385
Dog Devotion: Legends 388
Cynopraxis:Training and the Human-Dog Relationship 389
References 392
10 Index 397
Foreword
THIS IS Amonumental work arising but others will be compelled to obtain the
from the love of dogs and the pursuit of original works and read them.
knowledge. Cynophiles, academics, animal Very practical and important aspects of
behaviorists (with and without institutional this book are Steve Lindsay’s training, treat-
degrees), literate dog owners, and anyone ment, and management strategies regarding
who has ever wanted to know something spe- dog behavior. Steve’s broad experiences in the
cific or just plain more about dogs are in- dog world have enabled him to integrate
debted to Steve Lindsay for this labor of valuable components of a variety of training
love. and management procedures. The techniques
This treatise is an encyclopedia about are explained very thoroughly and in suffi-
dogs: in-depth reviews and interpretations of cient detail that an educated person should
the literature pertaining to the dog’s history, be able to understand and implement them.
physiology, behavior, and interactions with His approaches are designed to achieve a sat-
people, and explanations and evaluations of isfying human-dog relationship from the per-
training procedures, management strategies, spective of both species.
and problem-solving techniques. This book is This handbook will help dog owners and
not limited to a review of the literature about many, many canine behavior consultants/
dogs but also discusses basic scientific disci- counselors and trainers. It will also stimulate
plines and discoveries with other species that further discussion, observation, research, and
pertain to understanding dogs. It is obvious analyses, ultimately leading to more knowl-
that Steve Lindsay has thoroughly read and edge about dog behavior and human-dog in-
analyzed every publication he has refer- teractions. I consider it the most valuable
enced—an increasing rarity in today’s press. publication about dogs since Scott and
The summaries of research papers or theoreti- Fuller’s classic text Genetics and the Social Be-
cal discussions will suffice for some readers, havior of the Dog,published in 1965.
VICTORIALEAVOITH, DVM, PHD
Charter Diplomate of the American College of Veterinary Behaviorists
President, American Veterinary Society of Animal Behavior
xi
Acknowledgments
MANY PEOPLE deserve acknowledgment olfaction. Dr. Line reviewed the entire text
for their contributions, but none more and provided useful suggestions for its im-
so than the dog owners who have given me provement. Dr. Voith has been a source of
the privilege and responsibility of helping sustained encouragement for the project since
them to train their dogs or to assist them in its inception, giving me valuable guidance and
resolving a behavior problem. I feel a special advice. A special thank you is due to Christina
debt of gratitude to William Carr, Scott Line, Cole for her unselfish help and support. I am
and Victoria Voith. Dr. Carr graciously gave grateful to John Flukas, whose editorial advice
freely of his time to read and discuss the en- has been consistently constructive and helpful.
tire manuscript. His knowledge and expertise Finally, I thank Gretchen Van Houten and the
helped to clarify a number of important areas great staff at Iowa State University Press for
of relevant research, especially developments their assistance and patience in preparing the
in comparative psychology and the study of manuscript for publication.
xiii