Handbook of Applied Dog Behavior, Vol. I: Adaptation and Learning
Description
Twenty-five years of study and experience went into the making of this one-of-a-kind reference. Veterinarians, animal scientists, dog owners, trainers, consultants, and counselors will find this book a benchmark reference and handbook concerning positive, humane management and control of dogs.
Reflecting the author's extensive work with dogs, this book promises thorough explanations of topics, and proven behavioral strategies that have been designed, tested, and used by the author. More than 50 figures and tables illustrate this unique and significant contribution to dog behavior, training, and learning.
Table of Contents
I. Origins and Domestication
- Archeological Record
- Domestication: Processes and Definitions
- Biological and Behavioral Evidence
- Effects of Domestication
- The Silver Fox: A Possible Model of Domestication
- Selective Breeding, the Dog Fancy, and the Future
- References
II. Development of Behavior
- The Critical or Sensitive Period Hypothesis
- Early Development and Reflexive Behavior
- Socialization: Learning to Relate and Communicate
- Learning to Compete and Cope
- Learning to Adjust and Control
- References
III. Neurobiology of Behavior and Learning
- Cellular Composition of the Brain
- Hindbrain and Midbrain Structures
- Diencephalon
- Limbic System
- Learning and the Septohippocampal System
- Cerebral Cortex
- Neurotransmitters and Behavior
- Neural Substrates of Motivation (Hypothalamus)
- Neurobiology of Aggression (Hypothalamus)
- Neurobiology of Fear
- Autonomic Nervous System$en$mediated Concomitants of Fear
- Neurobiology of Compulsive Behavior and Stereotypes
- Neurobiology of Attachment and Separation Distress
- Psychomotor Epilepsy, Catalepsy, and Narcolepsy
- References
IV. Sensory Abilities
- Vision
- Audition
- Olfaction
- The Jacobson or Vomeronasal Organ
- Gustation
- Somatosensory System
- Reflexive Organization
- Extrasensory Perception
- References
V. Biological and Dispositional Constraints on Learning
- Nature versus Nurture
- Instincts, "Fixed" Action Patterns, and Functional Systems
- Instinctual Learning
- Preparedness and Selective Association
- Instinctive Drift and Appetitive Learning
- Contrafreeloading
- Genetic Predisposition and Temperament
- Breed Variations
- Inheritance of Fear
- Heredity and Intelligence
- References
VI. Classical Conditioning
- Pavlov's Discovery
- Basic Conditioning Arrangements between Conditioned Stimulus and Unconditioned Stimulus
- Common Examples of Classical Conditioning
- Konorski's Conceptualization of Reflexive Behavior
- Rescorla's Contingency[2] Theory of Classical Conditioning
- Stimulus Factors Affecting Conditioned-Stimulus Acquisition and Maintenance
- Conditioned Compound Stimuli
- Higher-Order Conditioning
- Generalization and Discrimination
- Extinction of Classical Conditioning
- Spontaneous Recovery and Other Sources of Relapse
- Habituation and Sensitization
- Special Phenomena of Classical Conditioning
- Classically Generated Opponent Processes and Emotions
- Counterconditioning
- Classical Conditioning and Fear
- References
VII. Instrumental Learning
- Differences Between Classical and Instrumental Conditioning Theoretical Perspectives
- Thorndike's Connectionism
- Guthrie's Learning Theory and Behavior Modification
- Tolman's Expectancy Theory
- B. F. Skinner and Analysis of Behavior
- Basic Concepts and Principles of Instrumental Learning
- Motivation, Learning, and Performance
- Premack Principle: The Relativity of Reinforcement
- Learning and Control of the Environment
- Schedules of Positive Reinforcement
- Everyday Examples of Reinforcement Schedules
- Hope, Disappointment, and Other Emotions Associated with Learning
- Matching Law
- Extinction of Instrumental Learning
- Differential Reinforcement
- Learning and Attention
- Shaping: Training Through Successive Approximations
- Chaining: Ordering Complex Performances
- Prompting, Fading, and Shadowing
- Rehearsal and Staging
- Transfer of Learning
- Behavioral Contrast and Momentum
- Social Learning
- Higher-Order Classes of Behavior
- Locus of Control and Self-Efficacy
- A Brief Critique of Traditional Learning Theory
- Conclusion
- References
VIII. Aversive Control of Behavior
- Fear and Pain
- Negative Reinforcement and Avoidance Learning
- Mowrer's Two-Process Theory of Avoidance Learning
- A Cognitive Theory of Avoidance Learning
- Safety Signal Hypothesis
- Species-Specific Defensive Reactions and Avoidance Training
- Punishment
- P+ and P-: A Shared Emotional and Cognitive Substrate?
- Punishers, Rewards, and Verifiers
- Direct and Remote Punishment
- Using Time-out to Modify Behavior
- How to Use Time-out
- Types of Time-out
- Time-out and Social Excesses
- Negative Practice, Negative Training, and Overcorrection (Positive Practice) Techniques
- Remote-activated Electronic Collars
- Misuse and Abuse of Punishment
- Abusive Punishment: The Need for Universal Condemnation
- General Guidelines for the Use of Punishment
- References
IX. Learning and Behavioral Disturbances
- Experimental Neurosis
- Gantt: Schizokinesis, Autokinesis, and Effect of Person
- Liddell: The Cornell Experiments
- Masserman: Motivational Conflict Theory of Neurosis
- Frustration and Neurosis: The Theories of Maier and Amsel
- Learned Helplessness
- Post-traumatic Stress Disorder
- Conflict and Neurosis
- Neurosis and the Family Dog
- References
X. Human-Dog Companionship: Cultural and Psychological Significance
- Theories of Pet Keeping
- Forming the Ancient Bond
- Affection and Friendship
- The Effect of Person
- When the Bond Fails
- Psychoanalysis and the Human-Dog Bond: Conflicts and Contradictions
- Communicating, Relating, and Attachment
- The Question of Animal Awareness
- Mysticism
- Dog Devotion: Legends
- Cynopraxis: Training and the Human-Dog Relationship
- References
