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

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2.3 Learning Theory 37 2.3.1 The Forms of Learning 37 2.3.1.1 Non-Associative Learning 38 2.3.1.2 Associative learning 38 a. Classical Conditioning 38 b. Phenomena Associated with Classical Conditioning 39 c. Operant Conditioning/ Instrumental Conditioning 41 d. Phenomena Associated with Operant Conditioning 43 2.4 Electronic Training Collars in Perspective 45 2.4.1 Application of Electronic Training Collars in Dog Training 45 2.4.2 Effects of Electrical Stimuli 48 2.4.2.1 Physiological and Physical Effects of Electrical Stimuli 48 2.4.2.2 Behavioral Effects of Electrical Stimuli 49 2.5 Mechanical Training Aids 51 3. Materials and Methods 52 3.1 Subjects 52 3.2 Questionnaire 52 3.3 Test Persons 53 3.4 Test Area 54 3.5 Training Aids 57 3.5.1 Electronic Training Collar 57 3.6 Experimental Design 58 3.6.1 Distribution of the Dogs into Groups and Subgroups 59 3.7 Procedures 60 3.7.1 Training Phase 60 3.7.2 Main experiment 62 3.7.2.1 Determination of the Mistake 62 3.7.2.2 Main testing process 63 3.8 Behavioral Observations 65 3.8.1 Assessment of the Obedience Session 65 3.8.2 Evaluation of the direct behavioral reactions 69 3.9 Statistical Analysis 72 II
4. Results 73 4.1 Learning Effect 73 4.1.1 Learning Effect of the Training Methods 73 4.1.1.1 Electronic Training Collar-Pinch Collar 74 4.1.1.2 Electronic Training Collar-Quitting Signal 74 4.1.1.3 Pinch Collar-Quitting Signal 74 4.1.2 Comparison of the groups 75 4.1.2.1 Electronic Training Collar 75 4.1.2.2 Pinch Collar 75 4.1.2.3 Quitting Signal 76 4.1.3 Comparison of the subgroups 77 4.1.3.1 Electronic Training Collar 77 4.1.3.2 Pinch Collar 77 4.1.3.3 Quitting Signal 78 4.2. Body Posture during the Obedience Session 78 4.3 Direct Reactions of the Dogs to the Training Methods 87 4.3.1 Eyes/Gaze Direction 87 4.3.1.1 Electronic Training Collar 87 4.3.1.2 Pinch Collar 87 4.3.1.3 Quitting Signal 88 4.3.2 Head Reaction 88 4.3.2.1 Electronic Training Collar 88 4.3.2.2 Pinch Collar 89 4.3.2.3 Quitting Signal 89 4.3.3 Ear Reaction 90 4.3.3.1 Electronic Training Collar 90 4.3.3.2 Pinch Collar 90 4.3.3.3 Quitting Signal 91 4.3.3.4 Comparison of the Ear Reactions to the Pinch- and the Electronic Training Collar 91 4.3.3.5 Comparison of the Groups for Ear Reactions to the Methods 92 III
Page 1 and 2: Tierärztliche Hochschule Hannover
Page 3: III To My Father
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
Page 61 and 62:
They also emphasized that there is
Page 63 and 64:
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
Page 73 and 74:
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
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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
Page 85 and 86:
4. Results The first part of this c
Page 87 and 88:
4.1.2 Comparison of the groups Grou
Page 89 and 90:
4.1.3 Comparison of the subgroups C
Page 91 and 92:
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
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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
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4.4 General Information: As mention
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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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