PPYF103

Transcript

1. Positive Reinforcement in Animal Training Fakhrul Khir Wan Noor Amira Amreen Syahmi Mirza Afiqah Albaraa PPYF103 CASE STUDY
2. Response and Analysis • To make sure that the animal is in good physical condition and is adapting well to its new environment and to ensure the intended behavior is repeated again by the whale. • To teach the whales a signal they call a “bridging stimulus” because it bridges the time gap between when the animals have performed correctly and when they are able to deliver a reinforcement.
3. Response and Analysis • To reinforce the behavior in small increments. The trick is broken down into small steps and the whale is rewarded when it completes each task step-by- step. • They use extinction by ignoring the whale for three seconds. After the three seconds they have they have the option of signaling the whale to repeat the behavior or of signaling the next behavior in a sequence. 
 

4. Response and Analysis • The killer whale was trained with usage of bridging stimulus from the trainers to treat them as they want to be treated. • There will be no reinforcing stimulus for them. • The trainer will bring them toys to play, food to eat and spray water on their body. 
 

5. Personal Experiences and Application • Secondary reinforcers, (also known as conditioned reinforcers) on the other hand, are all things that are normally neutral, but through experience your dog has learned to appreciate them mainly because they have been associated with a primary reinforcer either intentionally or unintentionally. • So your dog may love the noise of the can opener because he has learned to associate it with his favorite canned food or your dog may get all excited when he sees a leash because he associates it with a primary need.
6. Personal Experiences and Application • Reinforcement schedules take place in both naturally occurring learning situations as well as more structured training situations. • Some schedules are better suited to certain types of training situations. In some cases, training might call for one schedule and then switch to another once the desired behavior has been taught.
7. Personal Experiences and Application • Using punishment is not even a way to use to educate the dog. There is a research that have been made by Stanley Coren ( Professor of psychology at the University of Psychology at the University of British Columbia ) topic about the human-animal bond . • "Although the most effective technique varied according to the specific training task, for none of the tasks was a punishment-based method most effective." However, punishment, although not being particularly effective in training the dog, did have an effect — although not one which most people would find favorable.
8. Personal Experiences and Application • When asked whether their dogs exhibited any of 16 common problematic behaviors such as; fearfulness over excitement separation distress • Number of problems that the dogs showed was directly related to the number of tasks for which the dog was trained using punishment. • Conclusion is , dogs will learn faster if using a punishment method 

10. Should parents use physical punishment when disciplining their children?
11. Why parents should use punishment? • Parents, who support the use of physical punishment for disciplining children, claim there a many benefits of this parenting tool. First, they feel that at a certain age, 2-6 years of age, children cannot easily understand logic and reasoning; physical punishment is the only language children can understand instantaneously. Physical punishment can be effective on a short-term basis in getting children to change any negative behaviour. Therefore, it is better not to waste time on teaching them how to behave. Instead, show them the fear of doing something wrong and children will obey and behave absolutely right when they are afraid of punishment. • A second argument used to support physical punishment of children is that some adults point to the physical discipline they received as a contributing factor to their success. Not only did they not suffer harm from their parent hitting; they learned valuable lessons that benefited them into their adult lives. Many of today’s parents received spankings from their own parents when they misbehaved as children. They grew up healthily and productively as members of society. They thus feel that this is a proper form of discipline for their own children. They are not violent and do not hit their children. • A third argument for physical punishment is its deterrent effect. In a large family, if one child is physically punished in front of other children, not only that child learns to behave, others also learn a lesson to behave
12. Why parents should not use punishment? • Some parents do not think that physical punishment such as spanking is physical abuse. By contrast, they do not like to hit their children. They just want their children to be well- behaved and well-educated as adults prepared to make contribution to a society. They use physical punishment to deal with immediate problems. • Regarding the claims that antisocial violence and criminal activities is associated with physical punishment, there is no clear evidence to confirm that the strong relationships between those negative consequences and using physical punishment, in particular, the non abusive physical punishment. For example, Larzelere, Cox, & Smith (2010) tried to find the difference of antisocial behaviours between non physical and physical punishments, but their research results did not show spanking to be causally linked to subsequent antisocial behaviour. Therefore, parents can choose appropriate nonabusive disciplines when they are necessary • Nevertheless, most parents love their children and want them to be successful in their future life. As responsible parents, they are committed to make their children well-educated and behave properly. Nonabusive physical punishment is the last option when the reasoning is not effective.
13. Research
14. REINFORCEMENT SCHEDULES VARIABLE RATIO SCHEDULE • Occur when a response is reinforced after an unpredictable number of responses. • Creates a high steady rate of responding. • Example : Gambling, lottery games VARIABLE INTERVAL SCHEDULE • Occur when a response is rewarded after an unpredictable amount of time has passed. • Produces a slow, steady rate of response. • Example : Checking social media
15. A variable ratio schedule would possibly produce more responses with less reinforcement, and a higher resistance to extinction for these behaviours. One of the disadvantages of this option would be the possibility of a ratio strain (post- reinforcement pauses or decrease in responding).
16. Cause-and-Effect Relationship INDEPENDENT VARIABLE • What is changed or controlled in a scientific experiment. 1) Amount of food given 2) Light intensity DEPENDENT VARIABLE • What is measured or observed. 1) The ability of pigeons to walk in circle faster
17. SUMMARY • Working with killer whales is one of the most rewarding experiences but you should make sure that the animal is in good physical condition and is adapting well to its new environment and then you can start your relationship with the animal.in addition, you have to make certain that you pair yourselves with the positive things that the animal wants in its environment, such as food, attention, body rubs, and toys.You only allowed to use positive reinforcement to train killer whales because if you didn’t it will be reflected negatively.the trainer who has developed a strong relationship with an animal doesn’t need to use many primary reinforcers because the animal enjoys interacting with the trainer.A strong relationship with a killer whale takes anywhere from two to five years to develop to reach a strong animal-human bond.