A new class released, Thinking Like a Dog Trainer-Part I, is a well-organized, clearly written course designed to help the dog trainer understand the language used to describe the theory behind operant learning (learning theory) and, most importantly, how to recognize what they are seeing when they observe behavior during training.
Dog trainers, no matter which method they use, all have the intention of either teaching a new skill to a dog, or changing/shaping a behavior already in place. The concepts, theories and terminology are a common discussion amongst trainers. Terms are tossed around on a regular basis, yet, not everyone will agree on their definitions, much less be able to identify them when they see them. How important is it to be able to understand the theories of learning and when and when not to use them? My opinion is that it is very important!
Take a scenario:
A 6 month old Spinone Italiano is learning to point birds. She points whenever she makes scent in the field. When her owner sees her point, she starts walking toward where the pup is pointing to flush the bird. As soon as the Spinone notices the owner coming up, she races in and flushes the bird herself. The owner wants her to stay pointing (steady) until the owner flushes the bird. So, the owner takes the puppy home and rewards her for standing and remaining on a wooden platform in the yard. She ups the difficulty daily by making it harder to stay on the platform by moving further away, throwing favorite toys at varying distances from the puppy and always treating when the Spin stays on the board. Eventually she even takes a bird out into the yard, far away at first, moving closer, and eventually flushes it and it flies away… the Spin is rewarded for staying on that board, even in the presence of a bird. Now she takes her out to the field, first with the board and a “set up” bird. Then in the field taking the board away and the Spin now stays on point even through the flush of the bird. What is happening here? What are the theories, concepts, and terms that went into such a plan of shaping behavior/learning this new skill of “steady through the flush?” All of this is without even touching the dog. See if you can identify the following in the above scenario. Which ones are or are not being used in this plan? Do you have enough information to correctly respond to each of the below?
- Was Operant or Classical Conditioning used? Or both?
- Brasch Pointing-Photo courtesy Ann Bagnell
- Who is the trainer(s)?
- Who is the learner?
- Was positive reinforcement used and when?
- Was negative reinforcement used and when?
- Was positive punishment used and when?
- Was negative punishment used and when?
- Was extinction used and when?
- What is the primary and secondary reinforcer (if any)?
- Was capturing used?
- Was differential reinforecment used?
Could you do it? The Thinking Like a Dog Trainer course will teach you how to do this correctly. It is not easy. However, these concepts are important to understand and to, most importantly, recognize when you should or should not apply or use them. Many people do not even know how to recognize them even when they are doing them. “Thinking Like a Dog Trainer” and understanding when and why certain theories should be, or are implemented (or not) is the foundation for good dog trainers and in creating a behavior change/new skill with reliability and no negative unintended consequences. Check out the “Thinking Like a Trainer” course taught by Sue Alexander, CBCC-KA, CPDT-KSA, CABC.
As usual, this course is available “OnDemand” and 100% online. It is about two hours in length (depending on how fast the learner “learns”) and taught by Sue Alexander, CBCC-KA, CPDT-KSA, CABC. It has our typical rich mode of delivery using lecture, video demonstrations, quizzes, and a written assignment. Thinking Like a Dog Trainer-Part 2 (coming soon) will take the definitions and understanding learned in Part 1 and have the student apply operant theory to their training plan and make their training more effective and efficient.