Comparison of Stress and Learning Effects of Three Different ...

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Wissenschaftliche Betreuung: Univ.-Pr<strong>of</strong>. Dr. H. Hackbarth 1. Gutachter: Univ.-Pr<strong>of</strong>. Dr. H. Hackbarth 2. Gutachter: Univ.-PD. Dr. K. H. Esser Tag der mündlichen Prüfung: 21.11.2008
III To My Father
Page 1: Tierärztliche Hochschule Hannover
Page 6 and 7: 2.3 Learning Theory 37 2.3.1 The Fo
Page 8 and 9: 4.3.3.6 Comparison of the Subgroups
Page 10 and 11: List of Tables and Figures Table 2.
Page 13 and 14: 1. Introduction A bright orange sun
Page 15 and 16: 2. Literature review 2.1 Stress 2.1
Page 17 and 18: According to BREAZILE (1987), there
Page 19 and 20: 2.1.2 Stress and Distress Concepts
Page 21 and 22: CRF, which is a neurohormone synthe
Page 23 and 24: . Immune System Alterations in the
Page 25 and 26: He also formulated the obvious abno
Page 27 and 28: According to KOOLHAAS et al. (1999)
Page 29 and 30: They may vary depending on the indi
Page 31 and 32: d. Behavioral Indicators of Chronic
Page 33 and 34: 2.2 Ethogram of Dog Behavior Ethogr
Page 35 and 36: Jostling ZIMEN 1971, FEDDERSEN-PETE
Page 37 and 38: Table 2.2 Behavioral elements of al
Page 39 and 40: 2.2.4 Agonistic Behaviors Agonistic
Page 41 and 42: ZIMEN (1971) cited that non-station
Page 43 and 44: Table 2.5 Behavioral Elements of Of
Page 45 and 46: 2.2.4.3 Categorization of Aggressiv
Page 47 and 48: Table 2.7 Categorization of aggress
Page 49 and 50: 2.3 Learning Theory The term ‘’
Page 51 and 52: Using this implanted tubes, PAVLOV
Page 53 and 54:
• Conditioned Emotional Responses
Page 55 and 56:
d. Phenomena Associated with Operan
Page 57 and 58:
In the study written by UHL and SHE
Page 59 and 60:
In safety training, an aversive sti
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They also emphasized that there is
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2.5 Mechanical Training Aids LANDSB
Page 65 and 66:
The first section of the questionna
Page 67 and 68:
Figure 3.1: Test area in Hannover F
Page 69 and 70:
3.5 Training Aids Each training met
Page 71 and 72:
3.6.1 Distribution of the Dogs into
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3) The handler took the food piece
Page 75 and 76:
3.7.2.2 Main testing process Prior
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Alternative test session: In most c
Page 79 and 80:
Table 3.1: Descriptions of bodily e
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Table 3.2: Scoring system of obedie
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Tail moving sidewards Wagging of th
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4. Results The first part of this c
Page 87 and 88:
4.1.2 Comparison of the groups Grou
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4.1.3 Comparison of the subgroups C
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Dogs Descriptions 1 The dog exhibit
Page 93 and 94:
10 The head and ear positions of th
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26 The dog exhibited ‘’neutral
Page 97 and 98:
39 The head and ear positions of th
Page 99 and 100:
4.3 Direct Reactions of the Dogs to
Page 101 and 102:
4.3.2.2 Pinch collar: Considering t
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At the third test session, all of 1
Page 105 and 106:
Table 4.8: Comparison of the subgro
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4.3.4.4 Comparison of the first tai
Page 109 and 110:
4.3.5.2 Pinch Collar: Concerning th
Page 111 and 112:
4.3.6 Vocalizations: In some cases,
Page 113 and 114:
4.3.6.6 Comparison of the subgroups
Page 115 and 116:
4.4 General Information: As mention
Page 117 and 118:
5. Discussion This study aimed to a
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As previously mentioned, 22 dogs wh
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Reason of choosing ‘’pinch coll
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5.1.5 Test area The main test was c
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During the main test, following ins
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The ‘’trainer’’ and the ‘
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Since the quitting signal training
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To sum up, it can easily be said th
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The reasonable interpretation of th
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Overall, the results of this study
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A high learning effect of electroni
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Auch hinsichtlich des Lerneffektes
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8. References ABRANTES, R. (1997):
Page 143 and 144:
BEERDA, B., SCHILDER, M.B.H., van H
Page 145 and 146:
BREAZILE, J.E. (1987): Physiologic
Page 147 and 148:
COOLS A.R., BRACHTEN R, HEEREN D, W
Page 149 and 150:
DICKINSON, A. and M.F. DEARING (197
Page 151 and 152:
FOX, M. W. (1971a): The comperative
Page 153 and 154:
HANSEN, S. W. and B. M. DAMGAARD (1
Page 155 and 156:
IMMELMANN, K. (1982): Wörterbuch d
Page 157 and 158:
LAZARUS, R. S., (1993): From physio
Page 159 and 160:
MATTERI, R.L, CARROLL, J. A., and C
Page 161 and 162:
REISNER, I. R. (2003): Differential
Page 163 and 164:
SCHÖNING, B. (2001): Hundeverhalte
Page 165 and 166:
SUEN, H. K. and D. ARY (1984): Vari
Page 167 and 168:
WARNOCK, F.F., and ALLEN, M. (2003)
Page 169 and 170:
ZIMEN, E. (1971): Wölfe und König
Page 171 and 172:
Table 3: Frequency table for learni
Page 173 and 174:
Table 8: Kruskal-wallis test for le
Page 175 and 176:
Table 10: Frequency table for first
Page 177 and 178:
Valid Vocal E1 Frequency Percent -
Page 179 and 180:
Table 18: Frequency Table for first
Page 181 and 182:
im Zwinger im Haus sowohl als auch
Page 183 and 184:
Problemverhalten: A: Übersprungsha
Page 185 and 186:
Table 20: Frequency table-age Valid
Page 187 and 188:
Table 23: Frequency table-housing V
Page 189 and 190:
Table 27: Frequency table-gender Va
Page 191 and 192:
Valid Confident_environment Frequen
Page 193 and 194:
Acknowledgements This thesis could
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