ANSC 3314 2/23

Overview of Class Structure and Participation

The course will involve hands-on projects related to dog training, integrating in-class discussions with practical plans for dog training.
Participation is crucial, and students should be actively engaged to get the most out of the class.

The instructor has a flexible approach towards final projects regarding the number of papers to be written:
- The target number of papers should ideally be around 2-5.
- Quality is prioritized over quantity, allowing for one strong finding to be sufficient.
- Too many simultaneous projects are discouraged to prevent chaotic training scenarios.

Concerns about exam performance should be addressed by self-assessment on understanding the material or exam format.
- Don't worry about one poor exam, as class participation and final projects carry significant weight.
- Quizzes, which are regarded as easy, contribute to maintaining engagement and total points.
Consistent attendance and participation can compensate for lower exam scores:
- Presence in class equates to two exam scores.
- Final project also counts as another two scores.
Non-participation results in a reduction equivalent to two exam scores, emphasizing the importance of class attendance.

The PREMAC principle addresses the question of what constitutes a reinforcer.
- A reinforcer must function to increase a desired behavior.
- Problems arise in determining potential reinforcers before training begins.
- It helps predict what might serve as a reinforcer according to deprivation state.
KEY CONCEPT: Reinforcers defined as behaviors instead of objects (e.g., eating instead of food).
- More probable behaviors reinforce less probable behaviors:
- Example: Someone who seldom eats cake might be motivated to do so by their inclination toward buttered bread.

Measurement of behaviors helps understand what might serve as a reinforcer.
Observational example involving eating behaviors establishes that more frequent behaviors like eating bread can serve to reinforce less frequent behaviors like eating cake.
- Contrarily, less probable behaviors cannot serve as positive reinforcers for more probable behaviors:
- Example: A dislike for cake would not increase the likelihood of eating bread if the consequence for eating bread is cake.

Discussed how personal interests, such as screen time or phone usage, can function as reinforcers for other actions:
- High screen time could encourage engaging in less probable behaviors such as exercising if structured as a contingency (e.g., one minute of exercise = 30 minutes of screen time).
Emphasized this principle with dog training:
- Understanding the dog’s behavior (e.g., needing to sniff while being walked) can guide structuring behaviors where sneezing becomes a reinforcer for walking calmly next to the owner.

Do participants need to be aware to learn?
- Studies show behaviors can be modified and shaped without explicit awareness of the contingencies that control them.
Classic experiment example where participants learned to manipulate a coin bank without conscious understanding:
Unawareness extends to skills developed through experience, such as athletic abilities or social interactions with dogs.

Noting that experienced individuals can unknowingly shape their movements when interacting with dogs, leading to successfully communicating with animals.
Subtle environmental shaping can influence behaviors at various levels, including physiological processes like heart rate or circulation.

Committed, voluntary actions where:
- Reinforcers increase behavior probability (positive and negative reinforcement)
- Punishers decrease behavior probability (positive and negative punishment)
Differences in reinforcement types based on their functional definitions.

Continuous Reinforcement: Every instance leads directly to reinforcement.
- Example: A vending machine where every dollar spent results in a soda.
Intermittent Reinforcement: Reinforcement occurs at variable rates.
- Can be broken down into:
  - Fixed vs. Variable: Fixed schedules require the same response count every time; variable schedules vary this requirement.
  - Ratio vs. Interval: Ratio schedules are based on the number of actions, while interval schedules are based on elapsed time before reinforcement.

Continuous reinforcement examples:
- Fixed Ratio 1 (FR1): Every single action is rewarded (e.g., pressing the button on a vending machine).
Intermittent examples:
- Fixed Ratio (FR): Specific number of responses needed for reward. (e.g., FR2 - two presses for a soda).
- Variable Ratio (VR): Like slot machines where payout is based on unpredictable ratios of attempts.
- Fixed Interval (FI): Reinforcement becomes available after a consistent time period (e.g. medication pumps).
- Variable Interval (VI): Variable times to wait before receiving a reinforcement (e.g., emails or notifications).

Class discussion encompassed foundational theories of behavior and reinforcement principles that inform both personal and dog training performance.
Importance of understanding these behavior management strategies is vital for effective learning, training, and shaping Actions in both human and animal contexts.