Articles and Blogs

Do Animals Have Feelings?


Roger Abrantes
Articles and Blogs, Free
Critical Reasoning, Ethology, Philosophy
by
Do Animals Have Feelings?

Do Animals Have Feelings? Attributing human characteristics to non-human animals is wrong — no doubt about that. Furthermore, it seems to me, that the opposite (of anthropomorphism) is as wrong, that is, to say that animals cannot be happy or sad because these are human emotions. It is true that we can’t prove whether an animal is happy or sad, but we can’t prove either that it can’t. As Carl Sagan wrote, “Absence of evidence is not evidence of absence.” We know nothing about one or the other. All we can see is behavior, and the rest is guesswork.

The argument for anthropomorphism is valid enough: if I can’t prove (verify) something, I’d better disregard it (at least scientifically); and I can’t prove that my dog is happy, sad, or loves me.

Then again, we are not better off with our spouses, children, friends, not to speak of strangers. What do we know about their feelings and emotions? We can’t prove either that they are happy, sad, or love us. We presume it (and we are often wrong) because we compare their behavior with our own when we are in notably similar states of mind.

You may argue that there is a difference between comparing humans with one another, and humans with other animals. We, humans, are, after all, members of the same species. It appears to make sense to presume that if I am sad when I show a particular behavior, then you are also unhappy when you show similar behavior. You may have a point, even though not a very scientific one—and certainly not always. Cultural diversities play us, as you know, many tricks. Some expressions cover entirely different emotions in distinct cultures.

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW

It appears that our attributing feelings to others, e.g., being happy or sad, is not very scientific. It is more a case of empathy, or being able to set ourselves in the place of the other individual. Researchers have uncovered that other primates besides humans, as well as other mammals, show empathy. Recent studies have found that honeybees are capable of indicating a kind of emotional response; and honey-bees, as invertebrates, account for about 95% of all species.

It seems the only reason for my inference that someone feels something particular is by resemblance. If so, I fail to see why we cannot accept that animals (at least some species) also can be happy, sad, etc. The inter-species comparison is a more distant one, but are we not, ultimately, sons and daughters of the same DNA?

If we can’t prove that everyone experiences emotions similarly enough to allow us to attribute them to a particular category, it seems to me to make no sense to accept a claim based on the fact that because humans know of love, happiness, and sadness, other animals (absolutely) don’t.

Again, “A difference of degree, not of kind,” as Charles Darwin wrote, appears to me to be a prudent and wise approach; and to reserve further judgment until we can prove it.

Therefore, if it is a sin to attribute human characteristics to other animals, it must also be a sin to say that because we do, they don’t, because we can, they can’t. The first is, as we know, called anthropomorphism; the second, I will coin anthropodimorphism.

So, if you ask me, “Can my dog be happy or sad?” I will ask you back, “Can you?” If you answer, “Yes, of course,” then I’ll say, “If that is the case, so can your dog (probably) albeit differently from you—a difference of degree, not of kind.”

Bottom-line: don’t assume others feel the same as you, not your fellow humans, not other animals. Don’t assume either that they don’t, because they might.

Life is a puzzle, enjoy it!

Featured image: Don’t assume others feel the same as you, not your fellow humans, not other animals. Don’t assume either they don’t, because they might.

Learn more in our course Ethology and Behaviorism. Based on Roger Abrantes’ book “Animal Training My Way—The Merging of Ethology and Behaviorism,” this online course explains and teaches you how to create a stable and balanced relationship with any animal. It analyses the way we interact with our animals, combines the best of ethology and behaviorism and comes up with an innovative, yet simple and efficient approach to animal training. A state-of-the-art online course in four lessons including videos, a beautiful flip-pages book, and quizzes.

Learn More
ATMWCourse

The Magic Words ‘Yes’ and ‘No’


Roger Abrantes
Articles and Blogs, Free
Animal Communication, Communication, Critical Reasoning, Philosophy
by
AtlanticPuffin-

Yes and no are two short words and, yet, they convey the most important information many living beings receive. On one level, this information regulates their organic and cellular functions; on another, their behavior, and ultimately, their survival. If I say these words don’t require any explanation, everyone would probably agree—and yet we’d be wrong. Did you know that in some languages, yes and no, don’t exist?

In my book “Psychology Rather Than Power,” written in 1984, I define ‘yes’ and ‘no’ in dog training for the first time. ‘Yes’ means “continue what you’re doing now,” and ‘no’ means “stop what you’re doing now.” I explain how to teach our dogs these signals, and I emphasize that ‘no’ is not an inhibitor (earlier called a punisher) and that it should always be followed by a reinforcer as soon as the dog changes its behavior.

As the years passed, I reviewed, improved, and refined all definitions, especially how to teach dogs these signals. In 1994, I wrote the first draft of SMAF, which provided the opportunity to analyze signals and teaching methods (POA=plans of action) with increased precision. The definitions of ‘yes’ and ‘no’ remained the same. However, SMAF enabled us to distinguish clearly between the two entirely different ways dog owners and trainers used the sound ‘no.’ One was a signal, as I describe; the other was an inhibitor. The inhibitor ‘no’ was pronounced more harshly than the signal ‘no’ but was fundamentally the same sound. Transcribing it into SMAF, we did not doubt that they were two different stimuli. The signal is No(stop what you are doing right now),sound(no), and the inhibitor is [!+sound](no).

Using an inhibitor as a signal to encourage the dog to do something is never a good idea as an inhibitor’s function is to decrease the frequency, intensity, duration, or topography of a particular behavior. Conversely, a signal’s function is to produce a behavior that we increase in frequency, intensity, or duration by reinforcing. Therefore, to strengthen the effectiveness of No,sound (the signal), we had to explain to owners and trainers very carefully that they should never use ‘no’ as an inhibitor. Amazingly (or perhaps not), many dogs could distinguish between the two ‘no’s,’ but we didn’t want to risk them forming a respondent association between the sound ‘no’ and an aversive. We would use any other sound (word), e.g., ‘phooey’ (‘fy’ or ‘føj’ in the Scandinavian languages), as an inhibitor.

 

Why the word ‘no’?

The word ‘no’ seemed to me at the time the best option to convey, “stop what you are doing right now.” After all, implicitly or explicitly, this is the way most of us use the word (when we have it in our language, that is). Of course, some people cannot say ‘no’ tactfully, but some people having bad manners shouldn’t detract from the meaning or value of the word, per se.

ElephandAndBaby

All infants have an innate understanding of ‘yes’ and ‘no’. Their bodies function on ‘yes’ and ‘no’. Their survival depends on it (Photo by Mike Robinson). 

The magic words ‘yes’ and ‘no‘

‘Yes’ and ‘no’ are two words used for expressing affirmatives and negatives. The words ‘yes’ and ‘no’ are difficult to classify under one of the eight conventional parts of speech. They are not interjections (they do not express emotion or calls for attention). Linguists, sometimes, classify them as sentence words or grammatical particles.

Modern English has two words for affirmatives and negatives, but early-English had four words: yes, yea, no, and nay.

If you’re a native English speaker, you know what yes and no mean, and you have no problem using these words, from a linguistic point of view. You might have a problem using the word no from a psychological point of view, but that’s an entirely different story.

If you are a native English speaker and have never ventured into learning other languages, you probably believe there is no problem in answering any question with yes or no. After all, most things either are or are not, are either true or false, right? I’m afraid I’m going to disappoint you by demonstrating that you are wrong.

Even though some languages have similar words for yes and no, we do not use them to answer questions. For example, in Portuguese, Finnish and Welsh, you rarely reply to a question with yes and no. Portuguese: “Estás bem?” (Are you OK?) “Estou” (I am). Finnish: “Onko sinulla nälkä?” (Are you hungry?) “On” (I am). Welsh: “Ydy Ffred yn dod?” (Is Ffred coming?) “Ydy” (He is coming).

In Scandinavian languages, French and German (amongst others), you answer questions with yes and no. However, you have two different ways of saying yes depending on whether the question is an affirmative response to a positively-phrased question or an affirmative response to a negatively-phrased question. In Danish and Swedish, you say (ja, jo, nej), in Norwegian (ja, jo, nei), in French (oui, si, non), and in German (ja, doch, nein).

So far so good, but if you venture into the Asian languages, it gets far more complicated. Some Asian languages don’t have words for yes and no. In Japanese, the words はい (hai) and いいえ (iie) do not imply yes and no, but agreement or disagreement with the statement of the question, i.e. “agree.” or “disagree.” はい can also mean “I understand what you’re saying.” The same in Thai: ใช่ (chai) and ไม่ใช่ (maichai) indicate “correct,” “not-correct.” In Thai, you can’t answer the question “คุณหิวข้าวไหม” (Are you hungry?) with “ใช่” (correct). It doesn’t make sense, for what is it that you are confirming to be correct? The right answers are “หิว” (hungry) or “ไม่หิว” (not hungry). In all Chinese dialects, yes-no questions assume the form “A or not-A” and you answer echoing one of the statements (A or not-A). In Mandarin, the closest equivalents to yes and no are 是 (shì) “be” and 不是 (búshì) “to not be.”

Latin has no single words for yes and no. The vocative case and adverbs do it, instead. The Romans used ita or ita vero (thus, indeed) for the affirmative, and for the negative, they used adverbs such as minime, (in the least degree). Another common way to answer questions in Latin was to repeat the verb like in Portuguese, Castellano and Catalan (e.g. est or non est). We can also use adverbs: ita (so), etiam (even so), sane quidem (indeed, indeed), certe (certainly), recte dicis (you say rightly) or nullo modo (by no means), minime (in the least degree), haud (not at all!), non quidem (indeed not).

In computer language, yes and no appear as a succession of “A or B” conditions. If condition A is true, then action X. A computer’s CPU only needs to recognize two states for us to instruct it to perform complicated operations: on or off, yes or no, one or zero.

The theories of quantum computation suggest that every physical object, even the universe, is, in some sense, a quantum computer. The cosmos itself appears to be composed of yes and no. Professor Seth Lloyd writes: “[…] everything in the universe is made of bits. Not chunks of stuff, but chunks of information—ones and zeros. […] Atoms and electrons are bits. Machine language is the laws of physics. The universe is a quantum computer.”

The way computers use yes and no is the closest to our customary use of these terms. ‘Yes’ means “continue what you are doing right now.” ‘No’ means “stop what you are doing right now.” That is the implied meaning of yes and no in the majority of the sentences. “Are you hungry?” The answer “yes” would result in you getting food and “no” in the opposite. “Shall I turn right? ” followed by a ‘yes’ would make me continue with what I intended to do and if followed by a ‘no,’ would make me stop doing it. A ‘yes’ in response to “Did you buy rice, today?” would prompt me to continue doing whatever I might be doing and a ‘no’ would lead me to interrupt my errand to go and buy some rice. There are many other examples, but in general yes prompts or encourages a continuation, and no does the opposite. There is nothing particularly positive or negative in either. Both are valuable bits of information that we can transform into behavior to our benefit. Both save energy, the most precious resource for all living organisms.

 

Two peculiar aspects of ‘yes’ and ‘no’

As we have seen, some languages don’t have words for ‘yes’ and ‘no.’ That is a cultural phenomenon. For example, in Japan and Thailand, it is bad manners to be direct. Japanese and Thai people consider ambiguity to be a beautiful aspect of their language. The objective in courtesy is to convey the true meaning between the lines. The way one delivers a message should be as unclear as possible, especially when criticizing someone or rejecting an invitation. This linguistic feature is probably related to the sense of self-respect and honor so pronounced in both cultures, i.e. one doesn’t want to hurt other people’s feelings or lose face.

For example, I can’t say to a Thai employee that arrives late to work, “Arriving late is not acceptable. Please, rectify this in the future.” If I do, I won’t have an employee coming to work at all the next day or maybe ever again. I’d have to say, “If we had employees that arrived late, we would have to ask them to come at the right time, don’t you think?” That would have the desired effect. If you invite a Japanese to an event that he or she is not the least interested in, they will answer “I want to come, but unfortunately, it is impossible on that day.” That would suffice for me to understand that they are not interested without making me lose face. Suggesting another day (and missing the point) is considered impolite.

Thais use ครับ (khrap, by men), ค่ะ (kha, by women) and the Japanese use はい (hai) to show that they are listening to you because it is impolite for them to let you talk for any length of time without their acknowledgment. However, it does not mean they agree with what you are saying, they will comply, or that they even understand you.

Regarding animal training, a signal is “everything that intentionally changes the behavior of the receiver.” A command is “a signal that intentionally changes the behavior of the receiver in a specific way with no variations or only minor variations.” The words ‘yes’ and ‘no’ are probably the closest we come to commands. ‘Yes’ means continue and ‘no’ means stop and, as to most behaviors, there are few possible variations in continuing or stopping, if any).

 

Is ‘no’ a bad word?

‘No’ is not a bad word. On the contrary, it is a very useful word. It conveys information in a precise and efficient way. To get ‘no’ as an answer is as important as getting a ‘yes.’ Both save us energy and lead us to our goal. Personally, I like the words yes and no equally, and I wished people would learn to use them properly and more often.

The other day, I went into a store at a busy hour, and I didn’t have the time or the patience to wait. I said to one employee: “Excuse me, I have a question that you can answer quickly with a yes or no. Do you have a Time Capsule 2TB?”

“I have one, but it’s reserved for a customer,” he answered.
“What does that mean? Is he coming to pick it up or not?” I asked again.
“Yes, he is.” He answered.
“Well, then that’s a no, right?” I asked.
“Yes,” he said.

Why couldn’t he just have said no the first time? It would have saved us all time: me, the other customers in the line, and not least himself.

Another example:

United Airlines desk at the gate boarding to ORD: I approach and ask: “Do you have an empty seat on this flight?”
The United operator answers me: “That depends on your ticket, sir.”
“No, it doesn’t,” I reply, “whether or not you have empty seats does not depend on my ticket, It depends on whether all the seats will have butts on or not.”
A colleague of hers smiles and checks it. “Sorry, sir, this flight is fully booked. I have one seat on the next flight, but… it’s business class.”
“No ‘but.’ You can put a comma or an ‘and’ in there,” I say. It blows my mind. A seat is a seat, and that’s what I requested. A seat is not less of a seat because it is a business class seat.
“Excuse me, sir?” she replies with a smile, plainly not understanding my comment based on linguistics/logic.
“Never mind. Here’s my frequent flyer card. I have an e-ticket for the 7.13 pm flight. Please, upgrade it with my miles. Thank you.” I say smilingly, in an attempt to reinforce her behavior for having been able to think clearly (yes/no) for two seconds and for checking the availability on the next flight.
“Yes, sir.” Finally a short and precise answer!

Why couldn’t they have answered first ‘no’ and then ‘yes’ until they got the next bit of information if I had any to give them? It would have saved me (and them) time and energy. If the lack of words for ‘yes’ and ‘no’ in Asian languages is frustrating for the Western communicator, the refusal to use them, or their incorrect usage in languages where they exist and are well defined, is exasperating.

 

Why don’t some people like the word ‘no’?

Cultural differences apart, some people don’t like the word ‘no’ for the same reason that some dogs don’t like it: they associate ‘no’ with aversives. Parents are just as bad as dog owners in distinguishing between signals and inhibitors, and they make identical mistakes, which will later create problems to their children.

Of course, parents have to yell ‘no’ if the toddler is about to stick his fingers in the wall outlet (plug socket). There’s nothing wrong with that. What is incorrect, and creates the aversive respondent association with ‘no’, is the constant repetition without a reinforcer when the behavior stops. The toddler only learns that, sometimes, parents go berserk, and she has no idea why or how to avoid it. The toddler becomes so sensitive to the word ‘no’ that later, like many others, he or she would rather live with regret than to risk hearing a ‘no.’ This conditioning can also happen subsequently, in adult life, to which abusive parents, enraged spouses, and tyrannical bosses all contribute.

An elementary mistake, committed by both parents and dog owners, adds to the aversive connotation of ‘no.’ If we have to use inhibitors, we should never (ever) inhibit the individual, only the behavior. Inhibiting the individual may create traumas, a lack of self-confidence, the feeling of rejection, etc. Inhibiting the individual rather than the behavior can even produce aggressive behavior instead of decreasing the expected behavior.

The reason some people don’t like ‘no’ has nothing to do with the word or the message conveyed, but with the aversives to which it was (respondently) conditioned. Changing that goes beyond the scope of biology, animal behavior, and linguistics, and pertains to the realm of psychology.

Still, there’s nothing wrong with the word ‘no’ and particularly not with the message it conveys. There is something wrong with abusive parents, enraged spouses, tyrannical bosses and ignorant people (all potentially abusive animal owners). To forbid the word ‘no’ or to replace it with another, e.g. ‘stop,’ does not resolve the problem. The only thing that does solve the problem is to educate people, to teach them to respect others independently of species, race, and sex.

EnglishSpringerSpanielOnTheTrail

English Springer Spaniel on the trail: ‘yes’ and ‘no’ are indispensable tools to direct the dog.

‘No’ in dog training

The signal ‘no’ is indispensable in dog training. I use it constantly when training detection dogs, rats, and Guinea pigs and the animals respond correctly with no emotional response at all. I give the signal ‘search’ using sound, the dog searches, I reinforce it. I give the dog the signal ‘no,’ the dog changes direction, I reinforce it. If the dog stops and looks at me, I give the signal ‘direction’ with a stretched arm toward the desired target, I give the signal ‘search’ employing sound, the dog searches and I reinforce it. If necessary, while the dog searches, I can signal ‘yes’ to encourage the dog to continue searching (‘yes’ functions here as a signal and a reinforcer, not an exception at all).

For those of you proficient in SMAF:

PRS1. {Search,sound => Dog searches => “!±sound”};

PRS2. {No,sound => Dog changes direction => “!±sound”};

ALT2. {No,sound => Dog stops and looks at me => Direction,arm + Search,sound => Dog searches => “!±sound”};

If necessary:

PRS1. {Search,sound => Dog searches => “!±sound” => Dog searches => Yes,sound}; /* Yes,sound also functioning as “!±sound */

In languages where there are no words for ‘yes’ and ‘no,’ such as Thai, I use ใช่ (chai=correct) and หยุด (yut=stop) respectively for “continue what you are doing right now” and “stop what you are doing right now.” I don’t use ไม่ใช่ (maichai=not correct) because the sound is too close to ใช่ (chai=correct).

Some trainers don’t allow their dog owners to say ‘no’ at all in their classes. That is an option, particularly if we have a class full of badly-mannered dog owners, but if our class consists of average, well-mannered owners, I cannot see any reason to do so. If they are not well-mannered, maybe they should learn to be so before beginning training their dogs; and perhaps, by training them to be polite to their dogs, we could even make a change for the better in their lives in general by teaching them good manners toward their fellow humans as well.

Forbidding the signal ‘no’ in dog training is a grave mistake (and misunderstanding) in my opinion. Firstly, it is one of the two most critical signals in life. Secondly, we all need a quick, efficient signal to stop a behavior which might be fatal for someone we care about (human or animal). Thirdly, it would be an untenable waste of time and energy if we had to resort to diverting maneuvers every time someone (our dogs included) did something undesirable.

Substituting the signal ‘no’ with other sounds (words) such as ‘stop,’ or ‘off’ doesn’t solve the problem. It only transfers the conditioning to those new words. The problem is that some people just can’t speak nicely to anyone. Most dog owners yell their dog’s name, and they yell ‘come.’ What are we going to do about that? Forbid them to use their dog’s name and the word ‘come’? What’s the next thing we are going to forbid them? Rather than banning words, it seems to me a much better option to teach them to communicate properly. We need to explain to them that the words they use, the way they use them, are not signals but inhibitors and, by definition, they will not achieve the desired result. Quite the contrary, they will get an undesired outcome. We need to show them how appropriate signals produce appropriate behaviors.

Bottom-line: The fact that some languages don’t have words for ‘yes’ and ‘no’ and that Latin uses quantifiers instead, suggests there are cognitive as well as emotional elements connected to the meaning of both words. Maybe the logical human brain likes the precision and simplicity implied in ‘yes’ and ‘no,’ but the emotional human brain doesn’t. The universe and computers have no issues with ‘yes’ and ‘no’ perhaps because they are not emotional. Maybe ‘yes’ and ‘no’ appeared in some languages at a stage when action became more decisive than emotion. We don’t know. I haven’t been able to clarify any of these questions. Nevertheless, ‘yes’ and ‘no’ convey important bits of information in a succinct and precise way. In the languages, which contain them, we can use them correctly for our benefit.

Enjoy and don’t feel guilty because you are well-mannered and know how to say no.

References

Featured image: ‘Yes” and ‘no’ are the two single most important signals in the universe. Photo: Atlantic puffins, Vesterålen, by Billy Idle.

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW
 

Learn more in our course Ethology and Behaviorism. Based on Roger Abrantes’ book “Animal Training My Way—The Merging of Ethology and Behaviorism,” this online course explains and teaches you how to create a stable and balanced relationship with any animal. It analyses the way we interact with our animals, combines the best of ethology and behaviorism and comes up with an innovative, yet simple and efficient approach to animal training. A state-of-the-art online course in four lessons including videos, a beautiful flip-pages book, and quizzes.

Learn More
ATMWCourse

Signal and Cue—What is the Difference?


Roger Abrantes
Articles and Blogs, Free
Animal Behavior, Animal Communication, Signal
by
MaleLionAndCubChitwaSouthAfricaLucaGaluzzi2004 (Signal and Cue—What is the Difference?)

In the behavioral sciences, there is some confusion about the meaning of the terms signal and cue (as with so many other terms) and some authors use it interchangeably. To make it even more difficult, communication theory also uses the same terms with slightly different meanings and in the theatre and movies world a ‘cue’ is actually a ‘signal.’

However, in behavioral sciences, the general consensus (see references below) is that signal and cue have the following meanings.

A signal is a perceivable behavior or feature that has evolved and has acquired the specific characteristic of conveying information about the signaler or the signaler’s environment. Information (communication) changes the behavior or the beliefs of the receiver.

This definition of signal implies that if a signal changes the behavior of an organism, this change of behavior must be profitable to both sender and receiver more often than not, or otherwise, signalers would cease to send the signal and receivers would cease to respond. This definition distinguishes, in principle, a signal from coercion, although some signals may be coercive, e.g. threats.

In general, signals must be honest and reliable, or otherwise they cease to have any effect (receivers don’t behave appropriately) and they undermine communication (honest senders will not benefit from sending the signals). However, some signals can tolerate a certain degree of dishonesty, all depending on the costs and benefits for all parties. H. W. Bates discovered in 1861 that some (palatable) butterflies had an advantage in mimicking (Batesian mimicry) poisonous butterflies, which is detrimental to the poisonous butterflies inasmuch as it turns their signals of unpalatability less reliable. On the other side, some species use the same signals to convey the same information and they all benefit from it (Mullerian mimicry).

A cue is any feature that an organism can use as a guide to display a particular behavior or series of behaviors. The classical example is the mosquito seeking a mammal to bite and flying up wind when it detects CO2. The CO2 is a cue for the mosquito, but it is surely not a signal sent by the mammal, which would prefer to remain undetected and not be bitten. Intentionality is the key element to distinguish signals from cues.

A cue is a regularity, a pattern that either is permanently ‘on,’ or is ‘on’ and ‘off” depending on specific conditions, e.g. a rock, a tree, or the position of the sun in the sky cues us of directions, and dark clouds cues us of impending rain. The rock, the tree, the sun and the clouds are not there to give us information, but they do if we interpret them correctly. A signal is more malleable, more intentional and we can turn it ‘on’ and ‘off’ in response to relevant cues in the environment, e.g. the warning cry that many species (signal) issue in response to the appearance (cue) of a feared predator.

Cues are traits or actions that benefit the receiver exclusively. The sun and the rock do not profit from us getting our bearings. When a mouse by accident makes a rustling sound in the leaves and attracts a predator increasing the risk of being killed, the sound is a cue for the predator about the location of its prey. When an alert animal deliberately gives a warning call to a stalking predator resulting in the predator giving up the hunt, this sound, the alert call, is a signal both for conspecifics and the predator. Different species can, thus, communicate by means of signals which both recognize and behave accordingly.

Secondary sexual traits are features that distinguish the two sexes of a species, but that are not directly part of the reproductive system. They are probably the product of sexual selection for traits, which give an individual an advantage over its rivals in courtship and competitive interactions. Secondary sexual traits are also cues for the opposite sex. They are not directly related to a better production of offspring, but are normally good indicators of better sperm quality or egg production, e,g, manes of male lions (Panthera leo) and long feathers of male peacocks (Pavo cristatus). In humans, visible secondary sexual traits include enlarged breasts of females and facial hair on males.

The study of signals and cues is more complex that it may appear at first sight. Cues can become signals. In 1952, Niko Tinbergen described ritualization as the evolutionary process whereby a cue may be converted into a signal, e.g. the canine behavior of baring teeth. In 1975, Zahavi described the handicap principle where the reliability of some signals is ensured because they advertise greater costs than absolutely necessary, e.g. the exaggerated plumage of the peacock.

We must understand correctly what the intentionality of signals means and not to confound the intentionality of the signal itself with its origin, development and evolution. Signals do not origin by design with a determined purpose. Some features or behaviors just happen at a certain time to be efficient for an organism in generating in another organisms the right behavior at the right time. If they convey an advantage to these organisms in their struggle for survival (and reproduction), they will spread in the population (provided these organisms reproduce). With time, they gain intentionality and become true signals, but their origin was accidental like everything else. This is the reason why I had to modify (some extensively) the definitions I use in this text and I had to create new ones—to make them compatible with the Darwinian theory of evolution.

Applying the principle of simplicity, as always, I suggest the following definitions:

A signal is everything that intentionally changes or maintains the behavior of the receiver. A cue is everything that unintentionally changes or maintains the behavior of the receiver (see “The 20 Principles All Animal Trainers Must Know“).

These definitions open for the possibility to better distinguish between the intentional signals (proper signals) we send and the unintentional ones (which are cues). For example, many dog owners say “no” to their dogs meaning “stop what you are doing,” but their (unintentional) body language (cue) says “yes.”

In conclusion: signal is the most correct term to denominate what we use when we communicate with our animals; and signals may assume many forms, auditory (the words we use), visual (the hand movements and body language we use), olfactory (in canine detection work), tactile (a touch, very common in horse training) and probably also palatable.

So, enjoy the consequence of your (intentional) signals and be careful with any cues you may be (inadvertently) sending to your favorite animal. Enjoy as well your further studies of this fascinating topic: animal communication.

 

References and further readings

  • Dawkins, M. S., and T. Guilford (1991). The corruption of honest signalling. Animal Behaviour 41:865–873.
  • Donath, J. (2007). Signals, cues and meaning (February draft for Signals, Truth and Design. MIT Press)
  • Hasson, Oren (1997). Towards a general theory of biological signaling. Journal of Theoretical Biology 185: 139-156.
  • Hauser, Marc D. and Mark Konishi, eds. (1999). The design of animal communication. Cambridge: Bradford/MIT Press.
  • Maynard Smith, John and David Harper (1995). Animal signals: Models and terminology. Journal of Theoretical Biology 177: 305-311.
  • Maynard Smith, John and David Harper (2003). Animal signals. Oxford University Press, UK.
  • McFarland, D. (1999). Animal Behaviour. Pearson Education Limited, UK.
  • Otte, D. (1974). Effects and functions in the evolution of signaling systems. Annual Review of Ecology and Systemat- ics 5:385–417.
  • Saleh, N et al. (2007) Distinguishing signals and cues: bumblebees use general footprints to generate adaptive behaviour at flowers and nest. Arthropod-Plant Interactions, 2007, 1:119–127
  • Schaefer, H. M. and  Braun, J. (2009). Reliable cues and signals of fruit quality are contingent on the habitat in black elder (Sambucus nigra). Ecology, 90(6), 2009, pp. 1564–1573.
  • Searcy, W. A., and S. Nowicki (2005). The evolution of animal communication. Princeton University Press, Princeton, New Jersey, USA.
  • Tinbergen, N. (1952). The curious behavior of the stickleback. Scientific American December 1952.
  • Zahavi, A. (1975). Mate selection: a selection for a handicap. Journal of Theoretical Biology 53:204–214.

Featured image: Secondary sexual traits, as the mane of the male lion, are powerful cues (Photo by Luca Galuzzi via Wikipedia).

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW

Learn more in our course Animal Learning. This online course explains how animals acquire the various behaviors they display— which is essential knowledge for you to learn how to train and modify the behavior of your companion animal. This course teaches you also how to create reliable and successful training plans. Roger Abrantes (Ph.D. in Evolutionary Biology and Ethology) wrote the included textbook as a beautiful flip page book.

Learn More
Animal Learning

Critical Reasoning—on Aggression and Dominance


Roger Abrantes
Articles and Blogs, Free
Aggressive Behavior, Critical Reasoning, Definitions, Dominant Behavior
by
DogsHeadToHead

In the following, I will give you four definitions of aggression and dominance; and will analyze them determining whether and why they are good or bad definitions.

 

A Question of Definition and Convention

Behavior is tricky to study because it is highly dynamic depending on many variables. It is even more difficult to describe because nothing, or very little, is as clear cut as we would wish and our brains strive after. The difference between any two behaviors is like the difference between any two colors in the light spectrum. When is red not red but yellow is as tricky to assert as when friendly behavior turns into pacifying, pacifying into submissive, or submissive into fearful. It is, ultimately, a question of definition and convention.

 

Accuracy, Consistency, and Modesty

Behavior and emotion are intimately connected, and yet we can only see the former and guess about the latter. Generalizations are troublesome and prone to error. These inherent difficulties combined with poor definitions and sloppy use of the terms can only turn a difficult subject-matter into a nearly impossible one. My suggestion to attempt to remedy this is to formulate accurate definitions, to apply terms consistently, and to be modest in our claims and generalizations, leaving plenty of room for alternative hypothesis and improvement.

I will exemplify the problem with some representative statements about dominance and aggression, which I picked from articles on the Internet. The name of their authors is irrelevant in this context because my purpose is not to criticize single persons, only to point out fundamental errors and to help my readers to analyze what they read, to find their bearings, and develop their own educated opinions.

In all fairness, we must appreciate the problem any author faces when attempting to describe an everyday occurrence, like behavior, accurately while living up to a scientific standard; which we frequently register, and convey in daily language. It’s much more difficult than to write a mathematical sentence. “Between a rock and a hard place,” the author tries not to use too many technical terms, which require definitions on their own, putting him or herself at the mercy of everyday language and colloquialisms bound to a myriad of interpretations and misinterpretations. If you’re the author of one of the analyzed statements below, please regard my analysis as an aid. I’m definitely on your side, fully appreciating the burden of the task you so bravely undertook: to define and to explain.

DogsPacifyingBehavior-1024x576

Believe or not, the higher ranking (ethology term) or most distinguished (in human terms) dog is the one on the right. That is the function (and the beauty) of the evolutionarily stable strategy dominant/submissive behavior (when defined correctly). It resolves a confrontation without injury to either party, spending only a manageable amount of energy. The dog on the left shows pacifying behavior, which is a voluntary display of a mild form of submissive behavior. It’s politeness, recognition, in human terms (photo by unknown).

Example 1—A Poor Definition

Example 1: “In animal behavior, dominance is defined as a relationship between individuals that is established through force, aggression and submission in order to establish priority access to all desired resources (food, the opposite sex, preferred resting spots, etc.). A relationship is not established until one animal consistently defers to another.”

The author states that dominance is one kind of relationship: (“dominance (…) is a relationship”) with the function to “(in order to) establish priority access to all desired resources.”

The statement does not tell us explicitly what dominant behavior is, but leaves us guessing that since dominance “is established through force, aggression and submission,” it must be related to these behaviors; but it does not define aggression and submission, which are technical terms.

The statement seems either biased or too restrictive. One individual can establish a dominant (priority access, according to the author) relationship with another through motivation, persuasion, argumentation, bluffing, bribing, all without the use of force or aggression (aggressive behavior), independently of how we understand these terms.

Most social parents establish their dominance status over their offspring not by using aggressive behavior, but because they are better (older, more experienced) at solving problems (this is persuasion and argumentation) or only a limited and inhibited amount of force, which is quantitatively and functionally so different from aggressive behavior, that it deserves a new name (dominant behavior).

In some cases and for many reasons, most commonly age and experience, it is even the lower ranking (in need of protection) that bestows a higher ranking to the other (it is a “you decide”). Aggressive behavior and dominant behavior are, thus, not the same.

A hierarchy maintained employing aggressive behavior tends to be unstable, either because some of the lower-ranking leave the group (estimating that the costs of group membership out-value its benefits), or because they repeatedly challenge the higher ranking. Any hierarchy maintained by dominant behavior tends to be more stable because the lower-ranking individuals have greater benefits at relatively low costs.
The sentence “to all desired resources,” is too daring. We would not dare to say ‘all’ and we doubt very much that any individual ever controls ‘all’ desired resources (depending on the number, of course, but ‘all’ suggests many). No hierarchy is ever more consistent than it is regularly subject to changes. Even in established hierarchies, the highest ranking individuals do not always gain access to particular resources on particular encounters. Persistent dominant behavior from one individual toward the same other individual tends to turn their relationship hierarchical, but regular displays of dominant behavior must maintain it.

The sentence is not a definition of dominant behavior because to be so we would have to substitute dominance with dominant behavior and aggression with aggressive behavior, and we would get “dominant behavior is established through aggressive behavior,” which does not explain anything.

If dominance and aggression are the same, there is no need to call it something else: aggression would do. The term submission seems misplaced: “dominance is established through submission” is a contradiction since one is the antonym of the other. The sentence does not seem to make sense once we begin analyzing it, but we have a hunch of what the problem is: the author is confounding hierarchy with dominance. If we substitute one term by the other, then the sentence makes sense—a relationship can be hierarchical—though, it is still wrong because a hierarchical relationship does not necessarily involve force and aggressive behavior; it can include many other aspects, as we saw.

The sentence “A relationship is not established until one animal consistently defers to another,” is misleading. It gives the impression that no relationship at all exists between two individuals unless one consistently defers to the other, which is not true. There are many examples of relationships (most, as a matter of fact), be it between humans, wolves or dogs, where one of the parties does not consistently defer to the other. Quite the contrary, in most stable relationships, both parties consistently defer to one another.

In the statement above, and in general, we confound dominance with dominant behavior; we confuse a defining characteristic with an attribute.

A dog is not dominant as it is black or short-legged. A dog shows dominant behavior toward (condition 1) when (condition 2).

“A knife is a cutting tool” indicates a defining characteristic (permanent). “This knife is sharp” indicates an attribute (temporary). The correct is: “This knife is sharp to cut meat (=condition 1) today (=condition 2).”

Likewise, “Bongo is dominant toward Rover (=condition 1) when they find a bone (=condition 2).” More correctly, we should write, “Bongo showed today dominant behavior toward Rover when they found a bone.” We can also say, if it is the case, “Bongo shows, more often than not, dominant behavior toward Rover when they find an edible item.”

That is characterizing the behavior, not the individual. What we cannot say is “Bongo is dominant, Rover is submissive” because these are not defining characteristics of an individual.” These are attributes of their behavior under certain conditions even when these conditions seem to be rather encompassing.

Bottom line: The statement is not good because: (1) it defies observational data (aggression is not a necessary condition in a dominance relationship). (2) if aggression is a necessary condition, then we do not need to call it dominance, we can directly call it ‘an aggressive relationship’ (or antagonistic if you prefer a nicer name). (3) it is too restrictive (‘all desired resources,’ ‘a relationship is not established,’ ‘consistently defers’).

 

Example 2—A Circular Definition

Let us consider another example of a representative sentence, this time about aggression, taken from another article on the Internet.

Example 2: “So what causes aggression? Aggression is a response to something/someone the animal perceives as a threat. Aggression is used to protect the animal through the use of aggressive displays (growling, barking, tooth displays, etc.) or protect the animal through aggressive acts (biting). Aggressive behavior is most frequently caused by fear.”

We miss the definition of “threat” to be able to analyze the sentence conclusively, but assuming that threat means “an intention of imminent harm, danger, or pain” (The Free Dictionary), the statement is false.

A threat is only a threat if it threatens, that is if it succeeds in eliciting fear behavior (apprehended as imminent danger). Otherwise, if the threatened individual does not consider itself under imminent harm, danger or pain, then it is not a threat, it is just an exclamation (information).

Animals respond to threats (not exclamations), which are aggressive behaviors, by either neutralizing the opponent’s aggressive behavior (pacifying behavior), giving up (displaying active or passive submissive behavior) or fleeing (the most effective energy-saving measure when seriously threatened). When threatened, attacking would be the worst possible strategy. If attacking solves the problem, then the threat was not a threat at all (by definition) because it was not dangerous enough to qualify as such.

The only occasion when some animals respond aggressively to threats (not all, some freeze and die) is when pacifying behavior, submissive behavior, and fleeing does not have the desired effect of neutralizing the threatening (aggressive) behavior of an opponent. These are exceptional exceptions.

The sentence “Aggression is used to protect the animal through the use of aggressive displays (…)” is circular. Aggression being synonymous with aggressive behavior and display and act with behavior means that the sentence reads, “Aggressive behavior is used to protect the animal through the use of aggressive behavior or protect the animal through aggressive behavior.”

Furthermore, since the author writes in the passive, it leaves us with the feeling that aggression is some mysterious quality. Who uses it? Where does it come from? Re-writing it in the active, we get the even more nonsensical “The animal uses aggressive behavior to protect itself through the use of aggressive behavior or protect itself through aggressive behavior.” That is not exactly a statement likely to enlighten anyone, quite the opposite.

The sentence “Aggressive behavior is most frequently caused by fear” is the result of our use of terms without having given enough thought to their proper definitions. Fear does not elicit aggressive behavior. It would have been a lethal strategy that natural selection would have eradicated swiftly and once and for all. A cornered animal does not show aggressive behavior because it is fearful. It does so because its natural responses to a fear-eliciting stimulus (pacifying, submission, flight) don’t work.

 

Example 3—A Better Definition

Let us find out why a third statement, which we also took from the Internet, is much better than the two that we have analyzed above.

Example 3: “Dominance is not a personality trait but a description of a relationship between two or more animals and is related to which animal has access to valued resources such as food, mates, etc.” We can easily improve this statement by avoiding the unclear “is related to” and the passive construction of the sentence: “Dominance is not a personality trait but a description of a relationship between two or more animals; in a dominance relationship, the dominant animal has access to valued resources such as food and mates.” (We also drop the vague and unnecessary “etc.”).

This statement is not as restrictive as the first one we analyzed. For example, it does not claim aggressive behavior as a necessary condition. It allows for more options. It also says what the defined term is not (“not a personality trait”).

 

Good and Tentative Definitions

The art of making a good definition is to find the right balance between too much and too little and to state only the necessary conditions. A too restrictive definition has fewer chances to be adopted than a broader one, and a too broad definition risks losing its defining function. This definition of dominance is more likely to be accepted and adopted by a more significant number of people than the first one.

A proper definition defines precisely what it is supposed to define, and nothing else. A good definition gives an if-and-only-if condition for when an object or a term satisfies the definition. It is conclusive and exclusive. A good definition should also involve simpler terms than what we are defining.

Sometimes, we are compelled to use working definitions. A working definition is a definition we choose for an occasion and may not fully conform to the final definition. It is a definition at a stage of being developed—a tentative definition that in due time may turn into an established definition.

 

Example 4—A Good Definition

Example 4: “Dominant behavior is quantitative and quantifiable behavior displayed by an individual with the function of gaining or maintaining temporary access to a particular resource on a particular occasion, versus a particular opponent, without either party incurring injury. If any of the parties incur injury, then the behavior is aggressive and not dominant. Its quantitative characteristics range from slightly self-confident to overtly assertive.”

It is a good definition because it defines a term including and excluding the necessary conditions. It defines something concrete and observable, not a semantic form (it is easier to define “dominant behavior” than “dominance relationship”).

It states a necessary condition to distinguish it from a related technical term, aggressive behavior, even explaining a defining characteristic of the latter.

It does not include other terms needing a definition. It contains enough conditions to justify the use of the term—not too few, risking being synonymous with another term, and not too many, risking being too broad and losing its explanatory value.

It gives an example of its main characteristics in plain words. It does not presuppose any specialized knowledge of a reader to understand it. It is almost impossible not to agree with this definition unless, of course, one wants the term to describe something completely different (which is another matter altogether).

It accepts adjustments and improvements as new data becomes available, the mark of a good definition. In fact, we have modified it numerous times since its inception in the 1980s, thanks to the input of fellow researchers. It’s not the last word on this matter. It is, though, a solid tool to pave our way into increasingly more accurate explanations of a seemingly too complex reality for our brain to grasp.

It is not likely that we’ll find the truth, the only truth and nothing but the truth about behavior anytime soon, if ever, but we believe we can come close(r) to it by being meticulous in our observations, strict in our argumentations, modest in our generalizations, and prudent in our conclusions.

References

  • Abrantes, R. 1997. The Evolution of Canine Social Behavior. Wakan Tanka Publishers.
  • Abrantes, R. 1997. Dog Language. Wakan Tanka Publishers.
  • Abrantes, R. 2014. Canine Muzzle Grasp Behavior—Advanced Dog Language.
  • Abrantes, R. 2014. Canine Muzzle Nudge, Muzzle Grasp And Regurgitation Behavior.
  • Abrantes, R. 2014. Why Do Dogs Like To Lick Our Faces?
  • Akert, R. M., Aronson, E., & Wilson, T.D. (2010). Social Psychology (7th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Blair R. J. R. (2004) The roles of orbital frontal cortex in the modulation of antisocial behavior. Brain Cogn55:198–208.
  • Bock, Gregory R. and Goode, Jamie A. (eds.) (1996). Genetics of Criminal and Antisocial Behavior. Chichester: John Wiley & Sons.
  • Broom, M., Koenig, A., Borries, C. (2009).Variation in dominance hierarchies among group-living animals: modeling stability and the likelihood of coalitions, Behavioral Ecology, Volume 20, Issue 4, 1 July 2009, Pages 844–855, https://doi.org/10.1093/beheco/arp069
  • Brown, C. (2015). Fish intelligence, sentience and ethics. Animal cognition, 18(1), 1-17.
  • Copi, I., et al (2014) Introduction to Logic. Pearson Education Limited. Harlow.
  • Coppinger, R. and Coppinger, L. 2001. Dogs: a Startling New Understanding of Canine Origin, Behavior and Evolution. Scribner.
  • Craig, I. W., Halton, K. E. (2009). Hum Genet (2009) 126:101–113.
  • Darwin, C. 1872. The Expressions of the Emotions in Man and Animals. John Murray (the original edition).
  • Dawkins, R. (2006) The Selfish Gene. Oxford University Press, USA.
  • Fox, M. 1972. Behaviour of Wolves, Dogs, and Related Canids. Harper and Row.
  • Javeed, Q. S. and Vidhate. N. J. (2012). A Study Of Aggression And Ego Strength Of Indoor Game Players And Outdoor Game Players. Indian Streams Research Journal, Volume 2, Issue. 7, Aug 2012.
  • Lopez, Barry H. (1978). Of Wolves and Men. J. M. Dent and Sons Limited.
  • Maynard Smith, J. (1972). Game Theory and The Evolution of Fighting. On Evolution. Edinburgh University Press. ISBN 0-85224-223-9.
  • Maynard Smith, J. (1982). Evolution and the Theory of Games. ISBN 0-521-28884-3.
  • McFarland, D. (1982) The Oxford Companion to Animal Behaviour. Oxford University Press, Oxford.
  • McFarland, D. (1998) Animal Behaviour. Benjamin Cummings. 3rd ed.Maynard Smith, J, Harper, D. G. C., Brookfeld, J. F. Y. (1988) The Evolution of Aggression: Can Selection Generate Variability? Philos Trans R Soc Lond B Biol Sci 319:557–570.
  • McCauley, C. (2000) Some Things Psychologists Think They Know about Aggression and Violence. In Teaching About Violence, Vol 4. Spring 2000)
  • Miles DR, Carey G (1997) Genetic and environmental architecture of human aggression. J Pers Soc Psychol72:207–217.
  • Nash, J. F. (May 1950). Non-Cooperative Games (PDF). PhD thesis. Princeton University. Retrieved May 24,2015.Nelson, Randy Joe (ed.) (2006). Biology of Aggression. Oxford: Oxford University Press.
  • Mech, L. D. 1970. The wolf: the ecology and behavior of an endangered species. Doubleday Publishing Co., New York.
  • Mech, L. David (1981). The Wolf: The Ecology and Behaviour of an Endangered Species. University of Minnesota Press.
  • Mech, L. D. 1988. The arctic wolf: living with the pack. Voyageur Press, Stillwater, Minn.
  • Mech. L. D. and Boitani, L. 2003. Wolves: Behavior, Ecology, and Conservation. University of Chicago Press.
  • Schacter, Daniel L. (2011). Psychology Second Edition. New York: Worth Publishers.
  • Scott, J. P. and Fuller, J. L. 1998. Genetics and the Social Behavior of the Dog. University of Chicago Press.
  • Shermer, M. (2004). The Science of Good and Evil. New York: Times Books.
  • Siever LJ (2008) Neurobiology of aggression and violence. Am J Psychiatry 165:429–442
  • Tremblay R. E., Hartup W. W., Archer, J. (2005) Developmental origins of aggression. Guildford Press, New York.
  • Yamamoto H, Nagai K, Nakagawa H. (1984). Additional evidence that the suprachiasmatic nucleus is the center for regulation of insulin secretion and glucose homeostasis. Brain Res304:237–241.
  • Zimen, E. 1975. Social dynamics of the wolf pack. In The wild canids: their systematics, behavioral ecology and evolution. Edited by M. W. Fox. Van Nostrand Reinhold Co., New York. pp. 336-368.
  • Zimen, E. 1982. A wolf pack sociogram. In Wolves of the world. Edited by F. H. Harrington, and P. C. Paquet. Noyes Publishers, Park Ridge, NJ.

Featured image: Is this head-to-head confrontation a display of aggressive or dominant behavior? We need good definitions to decide correctly for one or the other (photo by unknown).

Learn more in our course Ethology. Ethology studies the behavior of animals in their natural environment. It is fundamental knowledge for the dedicated student of animal behavior as well as for any competent animal trainer. Roger Abrantes wrote the textbook included in the online course as a beautiful flip page book. Learn ethology from a leading ethologist.

Learn More
Ethology Course

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW
 

Should We Reinforce the Effort or the Result?


Roger Abrantes
Articles and Blogs, Free
Animal Behavior, Animal Training, Learning
by
EffortOrResult

Introduction: the problem

The main difficulty in some learning processes is to reinforce the right behavior at the right time, which bad teachers, bad parents, and bad trainers do not master (bad means inefficient, and it is not a moral judgment).

If you ask, “should we reinforce the effort or the result?” you are liable to get as many answers supporting the one opinion as for the other. Supporters of the effort system sustain that reinforcing results creates emotional problems when one doesn’t succeed and decreases the rate of even trying. Advocates of the result method defend that reinforcing the effort encourages sloppiness and cheating.

I shall argue in the following for and against both theories and prove that it is not a question of either/or, rather of defining clearly our criteria, processes, and goals.

I shall compare the learning of some skills in dogs and humans because the principles are the same. The difference between them and us is one “of degree, not of kind,” as Darwin put it.

I will use SMAF to describe some processes accurately where I find it advantageously. If you are not proficient in SMAF, and you’d like to be, please read “Mission SMAF— Bringing Scientific Precision Into Animal Training.”

 

When a reinforcer is a disguised signal

Much of my personal work with dogs (and rats and Guinea Pigs) is and has been detection work, mainly narcotics and explosives, but also person search, tobacco, and other scent detection work. One of the first signals I teach the animals is a disguised reinforcer.

With dogs, I use the sound ‘Yes’ (the English word). The signal part of this signal/reinforcer means, “continue what you’re doing,” and the reinforcer part, “we’re OK, mate, doing well, keep up.” That is a signal that becomes a reinforcer: Continue,sound(yes) that becomes a “!+sound”(yes).

The difference between the most used “!±sound”(good-job) and “!+sound”(yes) is that the former is associated and maintained with “!-treat”(small food treat) and “!-body(friendly body language); and the latter with a behavior that will eventually produce “!-treat”. The searching behavior does not provide a treat, but continuing searching will eventually (find or no find). That is why “!+sound”(yes) is a disguised Continue,sound(yes) or the other way around.

EnglishSpringerSpanielOnTheTrail

Search’ means “Go and find out whether there is a thing out there.” The signal ‘Search’ (Search,sound) does not mean ‘Find the thing.’ Sometimes (most of the time) there’s nothing to find.

Why do I need this interbreeding between a signal and a reinforcer?

Because the signal ‘Search’ (Search,sound) does not mean ‘Find the thing.’ Sometimes (most of the time) there’s nothing to find, which is good for all of us (airports and the likes are not that full of drugs and explosives).

So, what does Search,sound mean? What am I reinforcing? The effort?
No, I’m not. We have to be careful because if we focus on reinforcing the effort, we may end up reinforcing the animal just strolling around, or any other accidental or coincidental behavior.

I am still reinforcing the result. ‘Search’ means “Go and find out whether there is a thing out there.” ‘Thing’ is everything that I have taught the dog to search and locate for me, e.g., cocaine, hash, TNT, C4.

“Go and find out whether there is a thing out there” leaves us with two options equally successful: ‘here’ and ‘clear.’ When there is a thing, the dog answers ‘here’ by pointing at its apparent location (I have taught it that behavior). When there is no thing, that is precisely what I want the animal to tell me: the dog answers ‘clear’ by coming back to me (again because I have taught it that). We have two signals and two behaviors:

Thing,scent => dog points (‘here’ behavior).
∅Thing,scent => dog comes back to me (‘clear’ behavior).

The signals are part of the environment. I do not give them, which does not matter: a signal (SD) is a signal.(1) An SD is a stimulus associated with a particular behavior and a particular consequence or class of consequences. When we have two of them, we expect two different behaviors, and when there is none, we expect no behavior. What fools us, here, is that, in detection work, we always have one and only one SD, either one or the other. Having none is impossible. Either we have a scent, or we don’t, which means that either we have Thing,scent or we have ∅Thing,scent, requiring two different behaviors as usually. The one SD is the absence of the other.

Traditionally, we don’t reinforce a search that doesn’t produce a positive indication. To avoid extinguishing the behavior, we use ‘controlled positive samples’ (a drug or an explosive, we know it is there because we have placed it there to give the animal a possibility to obtain a reinforcer).

That is a correct solution, except that it teaches the dog that the criterion for success is ‘to find’ and not ‘not to find,’ which is not true. ‘Not to find’ (because there is nothing) is as good as ‘to find.’ The tricky part is, therefore, to reinforce the ‘clear’ and how to do it to avoid sloppiness (strolling around) and cheating.

 

Let us analyze the problem systematically

The following process does not give us any problems:

Search,sound => Dog searches => “!+sound”(yes) or Continue,sound(yes) => Dog searches => Dog finds thing (Thing,scent) => Dog points (‘here’ behavior) => “!±sound”(good-job) + “!-treat”.

No problem, but what, then, when there is no thing (∅Thing,scent)? If I don’t reinforce the searching behavior, I might extinguish it. In that situation, I reinforce the searching with “!+sound”(yes):

“Search,sound” => Dog searches => “!+sound”(yes) => Dog searches => ∅Thing,scent => Dog comes back to me (‘clear’ behavior) => “!±sound”(good-job). */And I can also give “!-treat”*/

Looks good, but it poses us some compelling questions:
How do I know the dog is searching versus strolling around (sloppiness)?
How do I know I am reinforcing the searching behavior?

If I reinforce the dog coming back to me, then, next time I risk that the dog will take a quick round and get to me right away: that is the problem. I want the dog to return to me only when it finds nothing (the same as didn’t find anything).

Problems:
To reinforce the searching behavior.
To identify the searching behavior versus strolling around (sloppiness). How can I make sure that the dog always searches and never only rambles around?

Solution:
Reinforcing the searching behavior with “!+sound”(yes) works. OK.

Remaining problem:
I have to reinforce the ‘clear’ behavior (coming back to me), but how can I make sure that the dog always searches and never strolls around (avoid sloppiness)?
How can I make sure that the dog has no interest in being sloppy or cheating me?

Solution:
To teach the dog that reinforcers are available if and only if:
1. The dog finds the thing. Thing,scent => Dog sits => “!±sound”(good-job) + “!-treat”.
2. The dog does not ever miss a thing. ∅Thing,scent => Dog comes back to me => “!±sound”(good-job) + “!-treat”.

Training:
I teach the dog gradually to find things until I reach a predetermined low concentration of the target scent (my DLO—Desired Learning Objective). In this phase of training, there is always one thing to find. After ten consecutive successful finds (my criterium and quality control measure), all producing reinforcers for both the searching (“!+sound”(yes)) and the finding (“!+sound” + “!-treat”), I set up a situation with no thing (∅Thing,scent). The dog searches and doesn’t find anything. I reinforce the searching and the finding (no-thing) as previously. Next set-up, I make sure there is a thing to find, and I reinforce both searching and finding.

I never reinforce not-finding a thing that is there or finding a thing that is not there (yes, the last one is an apparent paradox).

Consequence: the only undesirable situations for a dog are: (1) not-finding a thing that is there (the dog did not indicate Thing,scent), or (2) indicating a thing that is not there (the dog indicates ∅Thing,scent).

(1) Thing,scent => Dog comes back to me (‘clear’ behavior) => [?±sound] + [?-treat].
Or:
(2) ∅Thing,scent => Dog points (‘here’ behavior) => [?±sound] + [?-treat].

That is (negatively) inhibiting negligence, but since it proves to increase the intensity of the searching, we cannot qualify it as an inhibitor. Therefore, we call it a non-reinforcer: “∅±sound”, “∅-treat”.
In the first case:

Thing,scent => Dog comes back to me => [?±sound] + [?-treat].
Becomes:
Thing,scent => Dog comes back to me => “∅±sound”, “∅-treat”.
Then:
Thing,scent => Dog comes back to me => “∅±sound”, “∅-treat” => Dog searches (more intensively) => Thing,scent => Dog points (‘here’ behavior) => “!±sound” + “!-treat”.

In the second case, I have to be 100% sure that there is indeed no-thing. The training area must be free of any scent remotely similar to the scent we are training (Thing,scent). Particularly in the first phases of the training process, this is imperative, and a trainer who misses that is committing major negligence.

Should the dog, nevertheless, show ‘here’ for ∅Thing,scent, then we can use the same procedure as above:

∅Thing,scent => Dog shows ‘here’ behavior => “∅±sound”, “∅-treat” => Dog searches (more intensively) => ∅Thing,scent => Dog comes back to me (‘clear’ behavior) => “!±sound” + “!-treat”.

What if later the dog doesn’t find a thing that is there in a lower concentration than the one I used for training, or masked by other scents?

No problem—that is not the dog’s fault. I didn’t train it for it. The dog doesn’t know that it is committing a mistake by giving me a (wrong) ‘clear.’ As far as the dog is concerned, the room is clear. For the dog, it is a ‘clear’: ∅Thing,scent => Dog comes back to me => “!±sound” + “!-treat”. The dog was not strolling around and is not cheating me.

 

Comparing to humans

I reinforce the behavior of the child trying to solve a math problem. Yes, we must always reinforce (or inhibit) a behavior, not the individual. “Well done, but you got it wrong because…” The solution may be incorrect, but the method was correct. Then, it is all a question of training. More or better training will eliminate the ‘wrong.’ Maybe, it was caused by a too abrupt increase in the difficulty curve of the problem (which is the teacher’s problem). We are not reinforcing trying; we are reinforcing the correct use of a method (a desired process).

Why reinforce the process?
We must reinforce the process because of its emotional consequences. The dog and the child must accept the challenge, must want to be tried and to be able to give their best in solving a problem.

Are we reinforcing the effort rather than the success?
No, we are not. Reinforcing the effort rather than the result can and will lead to false positives. The animal indicates something that it is not there because it associates the reinforcer with the behavior, not the thing. Children give us three-four consecutive, quick and wrong answers if we reinforce the trying, not the process (thinking before answering).
We reinforce the result (success) only. When the dog doesn’t find because there’s nothing to find, that is a success. When the dog doesn’t find because the concentration was too low, that is a success because ‘too low’ is here equal to ‘no-thing.’ When the child gets it wrong, it is because the exercise exceeded the actual capacity of the child (not trained to that). No place to hide for trainers, coaches, teachers, and parents.

We are still reinforcing success and exactly what we trained the dog and the child to do. We don’t say to the child, “Well, you tried hard enough, good.” We say, ” Well done; you did everything correctly. You just didn’t get it right because you didn’t know that x=2y-z and you couldn’t know it.” Next time, the child gets it right because now she knows it; and if not, it is because x=2y-z exceeds the capacity of that particular child, at that particular moment, in which case, there’s nothing to do about it.

The same with the dog: the dog (probably) will not indicate 0.01g of cocaine because I trained it to go as low as 0.1g. When I reinforce the dog’s ‘clear,’ I say, “Well done, you did everything correctly, you just didn’t get it right because you didn’t know that 0.01g cocaine is still the thing.” Now, I train the dog that ‘thing’ means ‘down to 0.01g cocaine’ and either the dog can do it or it cannot. If it can, good. If it cannot, there’s nothing we can do about it.

 

Conclusion

We reinforce result, success, not the effort, not trying. We must define and recognize success, establish clear criteria, plan a progressive approach to our goal, and design a gradual path to our objective, including a steady rise in the task’s difficulty or complexity. Yes, we reinforce success in accomplishing each and every of the multiple incremental steps—barely perceptible if needed be—toward our ultimate objective, treating each as a discrete goal. 

For any given skill we teach, we must recognize limits and limitations in ourselves, in the animal species we work with, the individuals we tutor. We must realize when we cannot develop a skill any further—push boundaries any farther—and when someone, human or otherwise, cannot give us more than what we get; and be content with that.

 

________
Footnotes
1 Strictly speaking, the scent, which the detection dog searches, is not a signal, but a cue, because it is not intentional. In this context, however, it is an SD because we have conditioned it to be so, and we can, therefore, call it a signal. Please, see “Signal and Cue—What is the Difference?”

Featured image: Learning is a complex process The main difficulty in some learning processes is to reinforce the right behavior at the right time, which bad teachers, bad parents, and bad trainers do not master. We must reinforce the process because of its emotional consequences. The dog and the child must accept the challenge, want to be challenged, to be able to give their best in solving the problem, not giving up.

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW

Learn more in our course Canine Scent Detection, which will enable you to pursue further goals, such as becoming a substance detection team or a SAR unit. You complete the course by passing the double-blind test locating a hidden scent. You take the theory online in the first three lessons. In lesson four, you train yourself and your dog, step by step until reaching your goal. We will assign you a qualified tutor to guide you, one-on-one, either on-site or by video conferencing.

Learn More
Canine Scent Detection

Laughter is the shortest distance…


Roger Abrantes
Articles and Blogs, Free
Animal Behavior, Canine Behavior, Ethology, Evolution
by
LaughterSpecies


As you have figured out by now, I enjoy finding proof that humans are not that different from other forms of life. We share many characteristics with the other living creatures on our blue planet. Today, I have one more example for you—laughter.

Laughing is an involuntary reaction in humans consisting of rhythmical contractions of the diaphragm and other parts of the respiratory system. External stimuli, like being tickled, mostly elicit it. We associate it primarily with joy, happiness, and relief, but fear, nervousness, and embarrassment may also cause it. Laughter depends on early learning and cultural factors.

The study of humor and laughter is called gelotology (from the Greek gelos, γέλιο, meaning laughter).

Chimpanzees, gorillas, bonobos, and orangutans display laughter-like behavior when wrestling, playing, or tickling. Their laughter consists of alternating inhalations and exhalations that sound to us like breathing and panting. A study comparing the acoustics of tickle-induced vocalizations from infant and juvenile orangutans, gorillas, chimpanzees, bonobos, and human infants revealed the similarities and differences among the five species. We have strong evidence that tickling-induced laughter is similar in great apes and humans and support the phylogenetic continuity from nonhuman displays to human emotional expressions. (1)

Rats display long, high frequency, ultrasonic vocalizations during play and when tickled. We can only hear these chirping sounds with proper equipment. They are also ticklish, as are we. Particular areas of their body are more sensitive than others. There is an association between laughter and pleasant feelings. Social bonding occurs with the human tickler, and the rats can even become conditioned to seek the tickling. (2)

Dolphins make sounds consisting of short bursts of pulses, followed by a whistle. They only make these noises during play-fighting and never during aggressive confrontations. We presume that these sounds function to emphasize playfulness and prevent episodes from escalating into actual agonistic displays—the equivalent of laughter. (3)

A dog’s laughter sounds similar to a regular pant. A sonograph analysis of this panting behavior shows that the variation of the bursts of frequencies is comparable with the laughing sound. When we play this recorded dog-laughter to dogs in a shelter, it can promote play, social behavior and decrease stress levels. (4)

Victor Borge once said, “Laughter is the shortest distance between two people.” Maybe, it is simply the shortest distance between any two living creatures.

Keep laughing, my friends!

References

(1) Ross, M.D., Owren, M.J. & Zimmermann, E. (2009) “Reconstructing the Evolution of Laughter in Great Apes and Humans.” Current Biology, Vol 19, Is. 13, P1106-1111, JULY 14, 2009. DOI:https://doi.org/10.1016/j.cub.2009.05.028.

(2) Panksepp, J. & Burgdorf, J. (2003) “Laughing rats and the evolutionary antecedents of human joy?” Physiology & Behavior 79(3):533-47. DOI: 10.1016/S0031-9384(03)00159-8 

(3) C. Blomqvist, C., Mello, I. & Amundin, M. (2010) “An Acoustic Play-Fight Signal in Bottlenose Dolphins (Tursiops truncatus) in Human Care.” Aquatic Mammals. Vol. 31, Iss. 2, Pages 187-194). DOI: 10.1578/AM.31.2.2005.187.

(4) Simonet, P. Versteeg, D. & Storie, D. (2005) “Dog-laughter: Recorded playback reduces stress-related behavior in shelter dogs” ResearchGate, Jan. 2005.

 

 

 

 

Featured image: We laugh, but we are not the only ones.

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW
 

Learn more in our course Ethology. Ethology studies the behavior of animals in their natural environment. It is fundamental knowledge for the dedicated student of animal behavior as well as for any competent animal trainer. Roger Abrantes wrote the textbook included in the online course as a beautiful flip page book. Learn ethology from a leading ethologist.

Learn More
Ethology Course

How Wolves Change Rivers


Roger Abrantes
Articles and Blogs, Free
Ecology, Evolution, Wolf
by
The Wolves Changed the Rivers (WolfByRonanDonovanNG).

In 1926, there were no wolves remaining in Yellowstone, the species’ former native home. Between 1977 and the re-introduction in 1995, we have reliable reports of wolves being seen throughout the park. Most of them were either lone wolves or pairs, probably only transiting. Finally, in 1995, grey wolf packs were reintroduced in the Lamar Valley of Yellowstone National Park and Idaho.

Before the extermination, the wolves living within the park belonged to the subspecies Northern Rocky Mountains wolf, Canis lupus irremotus. The reintroduced species of 1995 belong to the subspecies Mackenzie Valley wolf, Canis lupus occidentalis.

The reintroduction of the wolves produced a more significant impact on the biodiversity of the Yellowstone than anticipated.

The wolves’ predation on the elk population, until then unchallenged, produced a significant increase of new-growth in various plants. Aspen and willow trees, previously grazed by the elks more or less at will, got suddenly a chance to grow. With the presence of the wolves, the elks stopped venturing into deeper, and for them dangerous, thickets where they could easily be surprised. They began to avoid areas of low visibility, which would increase the chances of wolf attacks.

The elks began avoiding open regions such as valley bottoms, open meadows, and gorges, where they would be at a disadvantage in case of an attack from a wolf pack. William J. Ripple and Robert L. Bestcha dubbed this process top-down control. In ecology, top-down control denotes that top predators regulate the lower sections of the trophic pyramid. In other words: a top predator controls the structure or population dynamics of a particular ecosystem.

With new vegetation growing and expanding came subtle changes in the waterways running through the park. That had an impact on other species as well. Various bird species came back to Yellowstone national park with the increased number of trees. The beaver, previously extinct in the region, returned to the park. Their dams across the rivers attracted otters, muskrats, and reptiles.

Probably due to the wolves keeping the coyote populations at bay, the red fox got suddenly a chance to survive because the number of rabbits and mice grew considerably. The raven, always the wolf follower, came back to the park as well, now able to feed on the leftovers of the wolves.

The wolves changed the rivers in as much as they readdressed the lost balance within the region, one we had created when we exterminated them. With a better balance between predator and prey, top meat eaters and top grazers, came the possibility for other species to thrive. With the increased vegetation growth, erosion decreased, and the river banks stabilized.

Every time we produce drastic changes in nature, we interfere deeply with the whole eco-system.

Nature is indeed a beautiful act of balance.

 

References and further reading

Featured image: The wolves changed the rivers of the Yellowstone. Picture by photographer Ronan Donovan, NG.

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW

Learn more in our course Ethology. Ethology studies the behavior of animals in their natural environment. It is fundamental knowledge for the dedicated student of animal behavior as well as for any competent animal trainer. Roger Abrantes wrote the textbook included in the online course as a beautiful flip page book. Learn ethology from a leading ethologist.

Learn More
Ethology Course

Avoid Dog Problems After Christmas


Roger Abrantes
Articles and Blogs, Free
Canine Home Alone Problems, Dog Owners, Holidays
by
LonelyDog

Christmas is a big holiday season in the Western hemisphere. We have more time to give to our pets, which is good, but can also create problem behavior if we are not careful. Having more time at their disposition means that most dog owners spend more time with their dogs—longer walks, maybe a bit more training, but most of all much more time together.

All organisms are more or less sensitive to routine changes—that’s a survival mechanism—and our dogs are no exception. The children staying home from school increases the household activity level and implies some stress. Many dogs do not respond well to that. Some of them become restless, hyperactive.

Another problem occurs with being home alone, which our statistics shows clearly. If June-July and December are low seasons, then August and January are high seasons for canine problem behavior. Many dogs react poorly when school and work routines set in again after having been together with their owners almost 24-7 for a longer period. From one day to the other, without any explanation (for them) all the razzmatazz goes away, and they are left home alone. After having been extremely busy for a period, unexpectedly nothing happens around them.

From having had company around the clock to being left alone eight hours a day, or from having been active most of the day to suddenly having nothing to do, creates problems.

What can we do to prevent our dogs from developing behavior problems during Christmas holidays?

The time we spend with our dogs should be quality time more than quantity time (and this applies to all relationships). More time during the long holidays is good because we can focus on training our dogs in some skills, which we had wished we could have done, but couldn’t because of our busy working schedule.

To prevent home alone problems from showing up after the holiday, we should maintain periods during the day in which the dog is unattended. That will also prevent the worst of the hyperactive behavior that may develop due to the higher level of stimulation. Instruct the children to leave the dog alone at set times and explain to them why this is important.

As to what you can do with your dog, avoid the hollow, stressing activities like ball throwing and chasing. Focus on the more meaningful searching games instead—nose work or scent detection as you prefer to call them. These are activities that tire the dog without creating hyperactive behavior. You can even teach your children these searching games. They will spend some fun times with their dogs developing a healthy relationship. It is my experience that children are great with animals if we, adults, give it the necessary time to instruct them correctly.

If you travel on your holiday, remember that boarding a dog is stressful for the dog independently of the quality of the boarding venue. The best will provide suitable conditions for the dog to satisfy its needs for contact and exercise, but it is still a break in the usual routine. Be prepared to reintroduce the household routines when you return from what I hope has been an enjoyable holiday. It does not need to be difficult if you are aware of it and do it systematically.

Other pets than dogs are also affected by our holidays. Cats may become extremely restless during the holidays and seek refuge. Horses may show stereotypies when returning to the pre-holiday routines if you have spent much more time with them. Even parrots have shown some problem behavior because of the disruption of the daily schedule.

It’s curious how our minds focus on irrelevant contexts and forget essential ones. For example, no canine has evolved to expect food presented at set times, and yet most dog owners insist in serving their dogs the daily rations by the clock. On the other hand, no canine has evolved to see their family-pack increase/decrease their level of activity dramatically from one day to the other (like with holidays) or to be moved suddenly to an unfamiliar location— and yet many dog owners don’t even give it a thought.

Our responsibility toward our dog is a whole year activity (as it is to be a parent). To love those we are responsible for means to provide them with what they need so that they can develop harmoniously. To love is a full-time job with no time off allowed.

Please, share this link with your dog owner friends; and with your clients, if you’re a dog trainer. It would be wonderful if we’d go out of business in what concerns treating problem behavior in pets, wouldn’t it? Alas, I don’t think that to be a realistic expectation anytime soon, but we can all do our part to help it move in the right direction.

Enjoy your holiday and keep smiling. Yes, life is great!

Featured image: Dogs are sensitive to routine changes. Be careful with how you handle your dog during the big holidays, or you’ll risk serious problems when the children go back to school, and you go back to work.

Ear Cropping and Tail Docking—Is it Right?


Roger Abrantes
Articles and Blogs, Free
Dogs, Ear Cropping, Morality, Tail Docking
by
Earcrop

Ear cropping and tail docking—is it right? If you think that the safest is to base your moral stances on factual events, you are walking on moving sands (and, probably, committing a fallacious appeal to nature).

Let’s say someone asks you, “Why do you believe tail docking to be wrong?” If you answer, “Because it inhibits the dog to communicate adequately since dogs use their tails to communicate,” you are getting into trouble.

Say again, the same person asks you, “Why do you believe ear cropping to be wrong?” You cannot answer, “Because it inhibits the dog to communicate adequately since dogs use their ears to communicate,” for upright ears allow the dogs to display more and easier detectable expressions than drop ears (though no study has proven that cropped ears are better to communicate than uncropped).

That is the hidden danger we run when using matters of fact to validate our moral statements: we may easily fall into inconsistent argumentation. Even though seemingly that does not bother some, it certainly bothers me and other fellow thinkers with a certain degree of intellectual integrity.

You could avoid this problem by answering, ”Because I don’t like to cut off parts of an animal.” That would do it because nobody can argue with what you like or don’t like. Even if you neuter your male dog (which means cutting off the testicles of the animal), you are still off the hook because you can say, “I did it, and I don’t like it.”

There is no logical contradiction in doing something without liking it. It is only logically contradictory if you infer the premise, “we only do what we like.” “I don’t like diets and I’m on a diet” is perfectly all right. You may have a goal, which requires you to do things you don’t like.

Another aspect of this hidden danger of basing your morality on facts is that if science uncovers some new fact relevant to your morality, you’ll be compelled to change it. One moment right, the next wrong applies to scientific theory, but not necessarily to morality.

For example, if I use the seemingly good argument, “for me, it is wrong to inflict unnecessary pain and distress to any living creature, independently of species,” my morality is at the mercy of scientific discovery.

Thus, the only way I can make my moral rule stick appears to be the subjective argument: for me, it is wrong to cut off parts of an animal’s body because I don’t like it. And if science uncovers some painless, undistressing procedures of docking and cropping, so be it. I still don’t like it and won’t do it. Period.

Featured image: Cutting off parts of the body of an animal for our vanity is and will always be wrong for me independently of what science may discover.

Featured Course of the Week

Canine Behavior Canine Behavior studies dog behavior in the natural and in the human environment, reviewing the behavior of the domestic dog and the related wild species. An important course for dog training, which is full of myths unsupported by scientific research.

Featured Price: € 168.00 € 98.00

BUY NOW

Learn more in our course Ethology. Ethology studies the behavior of animals in their natural environment. It is fundamental knowledge for the dedicated student of animal behavior as well as for any competent animal trainer. Roger Abrantes wrote the textbook included in the online course as a beautiful flip page book. Learn ethology from a leading ethologist.

Learn More
Ethology Course
Ethology Institute