"Suja" <spanaval@[EMAIL PROTECTED]
> wrote in message
news:6odpdoF358ciU1@[EMAIL PROTECTED]
>
> "elegy" <elegy@[EMAIL PROTECTED]
> wrote in message:
>
>> possibly going to see border collie puppies this weekend.....
>
> Good luck!
The SCIENCE of BEHAVIOR AIN'T LUCK, you
pathetic miserable stinkin rotten lyin MENTAL CASE.
"LUCK is for SUCKERS. NEVER make a SUCKER'S
bet," The Puppy Wizard's DADDY <{}: ~ ) >
HERE'S THE SCIENCE YOU FEAR AND HATE:
Sam Corson, Pavlov's Last Student Demonstrated At UofOH,
That Rehabilitation Of Hyperactive Dogs Can Easily And
Readily Be Done Using TLC. Tender Loving Care Is At The
Root Of The Scientific Management Of Doggies.
"All animals learn best through play," Lorenz.
"Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVER LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge, demonstrated
HOWE we escape the phenomenon that an expected
reward not received is experienced as a punishment
and can produce extensive and persistent aggression
(Azrin et al, 1966)."
B.F. Skinner: Re-evaluation of Punishment
Punishment, unfortunately traditionally overused,
actually has been proven not effective at long-
term behavioral change, and creatures will find
other ways of getting what it wants. In "Freedom
and the control of men" American Scholar, Winter
1955-56, 25, 47-65. 1956 he states:
If we no longer resort to torture in what we call
the civilized world, we nevertheless still make
extensive use of punitive techniques in both
domestic and foreign relations. And apparently for
good reasons. Nature if not God has created man
in such a way that he can be controlled punitively.
People quickly become skillful punishers (if not,
thereby, skillful controllers), whereas alternative
positive measures are not easily learned.
The need for punishment seems to have the sup****t
of history, and alternative practices threaten the
cherished values of freedom and dignity.
Fear involved with punishment causes frustration:
with typical results loathing, hostility and apathy.
Skinner's teaching on the superiority of posittive
reinforcement's benefits for keeping desired behavior
have proved very valuable."
"Postitive emotions arising in connection
with the perfection of a skill, irrespective
of its pragmatic significance at a given
moment, serve as the reinforcement. IOW,
emotions, not outside rewards, are what
reinforces any behavior," Ivan Pavlov.
In the followin SCIENTIFIC RESEARCH STUDY you may
substitute pronged spiked pinch or slip choke collars for shock
and add PUNISHMENT, SCOLDING, CRATING, and offering
and witholding rewards, attention, and affection:
Psychological Effects
At issue is the question, --Do electronic training
devices elicit psychological responses?
"This section cites several research studies in which the
psychological impact of the use of electronic training devices
was analyzed. It is difficult, at best, for anyone to determine
the full psychological effect of these devices or training methods
until we can agree on exactly what constitutes a stress signal in
a domestic dog. Not only do none of the researchers agree on
what it is, but it varies from dog to dog.
It is even more difficult for humans to determine the full effect
of shock on a dog (or any animal) due to the animal's hard-wired
need to hide pain in order to survive in the wild.
Training dogs with the help of the shock collar: Short and long
term behavioral effects. (Schilder, M. & van der Borga, J. (2004).
Applied Animal Behavior Science, 85, 319-334).
The goal of this study was to determine the behavioral changes in
dogs during training using electronic training collars. Thirty-two
dogs were divided into two groups, each receiving both general
obedience and protection training.
One group was trained with shock collars and the other group
without shock collars. The dogs trained with the shock collars
displayed signs of stress: lowering of body posture, high-pitched
yelps, barks and squeals, avoidance, redirected aggression, and
tongue flicking.
It was also noted by the authors that, even during play and relaxed
walking, the group of dogs trained with shock collars continued to
show signs of stress while in the company of their handler.
The authors concluded that shock-collar training is stressful;
receiving shocks is a painful experience to dogs; and the shock
group of dogs evidently learned that the presence of their owner
(or his commands) announced the reception of shocks, even
outside of the normal training context.
They suggest that the welfare of these shocked dogs
is at stake, at least in the presence of their owners.
This study has come under considerable fire because the experience
of the handlers and dogs is not clear, and the level of shock is not
stated. With that said, it does suggest that dogs are stressed by the
experience of being shocked during training.
---------------------
"Motivation Of The Resistance To Coercion "-- PAVLOV
"Reflexes of purpose and freedom" in the comparative
physiology of higher nervous activity, Institute of
Higher Nervous Activity and Neurophysiology, Academy
of Sciences, Moscow:
The most complex unconditioned "reflexes of aim and
freedom," discovered by I.P. Pavlov, are compared
with the "competence drive" and the "motivation of the
resistance to coercion," respectively, described by
contem****ary ethologists.
On the basis of the unconditioned "reflex of purpose,"
conditioned reflexes were developed in which positive
emotions arising in connection with the perfection of
a skill, irrespective of its pragmatic significance at
a given moment, serve as the reinforcement.
The unconditioned "reflex of freedom" is regarded as a
phylogenetic precursor of the will, and its acute extinction
as the physiological mechanism of hypnosis. It was
demonstrated experimentally that the appearance of the
state of "animal hypnosis" (immobilization catatonia) in
rabbits is accompanied by the predominance of electrical
activity and heat production in the right hemisphere, i.e.,
by symptoms which are found in hypnosis in man.
Simonov PV</h4>
Publication Types:<ul><li>Review</li><li>Review,
tutorial</li></ul>PMID: 2215892, UI: 91015681</blockquote>
<doctype>
http://www.ncbi.nlm.nih.gov/htbin-post/Entrez/query?uid=2215892&am
p;form=6&db=m&Dopt=bNeurosciBehavPhysiol1990May-Jun;
20(3):230-5
"...all the highest nervous activity, as it manifests
itself in the conditional reflex, consists of a continual
change of these three fundamental processes -- excitation,
inhibition and disinhibition," Ivan P. Pavlov
Author and professional dog trainer LeeCharlesKelley wrote:
Thanks, Jerry, that's a helpful bit from the guy
who started it all. This shows what we've been
saying: that teaching the dog to play fetch,
regardless of its usefulness in the eventual
search part of the training program, is a
powerful motivator and reinforcer.
Of course these idiots (pardon my being blunt)
don't see using food and clickers as being a
form of coercion. Maybe they've been hypnotized
by Karen Pryor, et al:
Freeze Frame <{}: ~ ) >
From: canis55 <cani...@[EMAIL PROTECTED]
>
Date: 1999/09/28
Subject: Dear Marilyn Re. Ness
Dear Marilyn,
I just visited your updated site. The two Ness pages are great.
Freezing the video frames to reveal the emotional impact a
leash correction has on a dog was a wonderful idea.
Lee Kelley did something similar to a Brian Kilcommon video.
The difference is we were focusing on the emotional impact a
leash correction has on the trainer. When you do this to a training
video you can clearly see the tremendous emotional charge some
of these trainers are getting from hurting dogs.
It's a strange business, this dog training. I wonder what motivates
any of us to engage in it. I'm suspicious of anyone who says they
do it because they love dogs. I know a lot of people who claim to
love what dogs represent to them, and yet they don't become trainers.
I don't think this is because they love something else more.
I think there is a difference between loving what dogs represent
to us and loving what training them creates in us or even creates
in them for that matter.
It's a complicated process and perhaps many of us have lost sight
of what we're doing. I read books and articles that matter of factly
explain how to systematically inflict pain on dogs in an effort to
create a desire to perform tasks that I often see dogs performing of
their own accord. I know many of these behaviors can be shaped
and encouraged to the same degree of reliability without all the
violence and pain.
Where they can't (if that's the case), I wonder why we think
a dog should perform a task that is so repugnant to its nature,
that we must resort to violence and coercion to compel them
to participate.
Maybe I have far too much respect for dogs, but when I read
this stuff it sounds like slavery and involuntary servitude to me.
I can't see much difference between what we're doing to them
(for their own good) and what my country men did to the African
peoples for nearly half a century.
It's hard for me to accept that I'm surrounded by so much
madness, but I have to go with my heart on this one. Most
of what we demand from dogs--if not all of it--will be offered
willingly and enthusiastically if we only learn how to request
it in a manner they can comprehend.
If it turns out that I have to attack a dog to get it to do or to not do
something, then maybe the dog isn't supposed to do what I think it
should.
The whole thing's so complicated that I can't really express it. I
just know I don't like some of the stuff I'm seeing or reading about.
--
I trains'em as I sees'em.
----------------
"The IMBECILITY of some of the claims for operant
technique simply take the breath away. Lovas et al
(1966) re****t a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are re****ted to have been learning
new words with alacrity. HOWEver, when REWARDS
were moved to a delayed contingency the behavior and
learning immediately deteriorated.
Programs utilizing the "contingencies of reinforcement
model" proposed by Skinner (1963) are no more well
established in research than the various dynamic
therapists."
Research in four areas : 1) direct evaluation of
programmed systems for learning; 2) reinforcement;
3) cognitive dissonance; and 4) motivation, MOST
SURELY DEMOLISH the claims of operant programers."
"It is NO WONDER that the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's social
behaviors shaping the child (Whaler, 1966).
Some clinics have re****ted ELIMINATION of the
need for child THERAPY through changing the
clinical emphasis from clinical to parental
HANDLING of the child (Szrynski 1965).
A large number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents tem****arily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966)."
A. S. Neill, The Famous Founder of The Summerhill
School, Used To Cure Delinquent Children Way Back
In The 1950's By Paying Them For Every Time They
Wet The Bed Or Broke A Pane Of Glass And Their
Behaviour Would Stop, - As If By MAGICK!
The Embry Study:
"While some may find it strange that reprimands
might increase the chances of a child going into
the street, the literature on the experimental analysis
of behavior is replete with examples of how "attention
to inappropriate behavior" increases the chances of
more inappropriate behavior.
Thus, suggestions to parents that they talk to or reason
with their children about da****ng into the street will
likely to have the opposite impact.
Reprimands do not punish unsafe behavior; they reward it."
Source:
"Reducing the Risk of Pedestrian Accidents to
Preschoolers by Parent Training and Symbolic
Modeling for Children: An Experimental Analysis
in the Natural Environment. Research Re****t
Number 2 of the Safe-Playing Project."
----------------------------
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