Page 158 - Zoo Animal Learning and Training

130 7 The Art of ‘Active’ Training

VetBooks.ir reinforces the next correct closer response to 7.3.7 Adding the Cue
the goal behaviour.
Some trainers prefer to add the cue after the
A common problem with shaping behav-
iour in this manner results when a trainer behaviour is performed at a high level of flu-
ency. In this manner the cue is associated with
reinforces too many repetitions of one only the mastered behaviour instead of
approximation. Performing multiple repeti- approximations leading up to the goal behav-
tions of one approximation creates rein- iour. For instance, teaching a giraffe to walk
forcement history that can slow progress into a chute or giraffe restraint devise (GRD)
and make it more difficult to move from one may involve shaping the behaviour through a
approximation to the next. To create the best baiting strategy involving the trainer holding
flow of behaviour, a trainer should move to browse just out of reach of the giraffe and
the next approximation when the current reinforcing each step closer to the GRD. After
approximation is performed without hesita- several repetitions the giraffe may walk
tion. With this strategy animals may perform straight into the GRD without seeing the
approximations only one time when the browse because it has learned through its
trainer and animal are really in sync. If the reinforcement history to expect the browse
animal hesitates, the trainer can always once it is fully into the GRD. Now that the goal
repeat that approximation or even move behaviour is performed with a high level of
back in the approximations to gain behav- fluency, it is time to help the animal under-
ioural momentum. stand reinforcers will only be available for the
Shaping should involve letting the animal’s
behaviour determine the size and speed a GRD behaviour in certain conditions. The
trainer will then begin associating the cue,
trainer should move through the approxima- which is generally a visual or audible stimulus.
tions. Through careful observation, a skilled The trainer may say ‘Shift’ or point her finger
trainer can recognise the subtle changes in straight out to her side as the giraffe enters the
the natural variation of an animal’s behaviour GRD to receive a reinforcer. After the giraffe
and reinforce small increases in movements comes out of the GRD, the trainer can rein-
towards a goal behaviour. Other times an force the behaviour of approaching the trainer,
animal might offer larger approximations then cue the GRD behaviour. With each repe-
that are more obvious to trainers. Either way, tition the trainer starts a bit farther away from
the animal’s behaviour combined with the the GRD until she can give the cue across the
trainer’s observational and mechanical skills room and the animal will leave her to walk
determines the speed of training. across the room and enter the GRD.
Animals can learn faster than most train-
Other trainers prefer to add the cue as they
ers give them credit for, which is generally shape the behaviour. For instance, some
faster than most trainers are comfortable mouth‐open behaviours are taught using a tar-
training. Where one trainer might believe it get on the top of an animal’s nose and then a
will take a year to teach a primate to accept second target on the animal’s chin. If these two
an injection, another trainer might believe it targets are the trainer’s finger and thumb, the
will take two weeks. Some animals learn prompts of spreading the finger and thumb
faster than others and some trainers teach gradually farther apart become the cue for the
faster than others. However, the trainer who open‐mouth behaviour. Even when shaping a
believes it will take a year to teach the behav- turn behaviour for a macaw, a lay down behav-
iour will almost certainly take significantly iour for a cheetah, or any other behaviour for
longer to train the behaviour than the per- that matter, some trainers add a verbal or hand
son who believes it can happen in two weeks. cue during the shaping process.
Training at the animal’s speed is a valuable The merits associated with adding the cue
skill that is developed over time and with after mastery of a behaviour or during the
much practice.