Behavioural and salivary Cortisol responses were measured in hamadryas baboons (Papio hamadryas) (n = 5) undergoing positive reinforcement training (PRT). Compliance was assessed by collecting behavioural data on desirable and undesirable responses during each training session (33-46 training sessions per male). Saliva was collected before implementation of the training programme (3-4 baseline samples per male) and immediately before and ten minutes after a training session (24-53 saliva samples per male). During training, the incidence of leaving the training area, vocalising and threat displays changed across time. Performance of the desired behaviour (holding a target for increasing increments of time) improved for all males during the study period. Concentrations of salivary cortisol were similar for pre-training and post-training collection times, but both were significantly lower than baseline concentrations. The overall decline in undesirable behaviours and the absence of constantly elevated salivary cortisol suggest that PRT had no adverse effects on animal welfare.

Animals within zoo environments are learning continuously: they learn signals that predict when food is going to arrive or that the presence of a certain person means that something unpleasant may happen. They may learn to control their environment and caregivers: for example, they may learn that if they perform a particular behaviour (eg repetitive behaviour) they will receive a reward (ie food or attention from a caregiver). Using standard operant conditioning and classical conditioning techniques we can easily modify the behaviour of animals in zoos. Animals can be trained to comply with almost all minor veterinary procedures and examinations, such as injection, the measurement of heart rate, the cleaning of teeth and the treatment of superficial injuries. Compliance can be achieved using standard animal learning abilities without the need for punishment type I (ie physical punishment) or immobilisation (chemical or physical). In this paper we discuss how we apply learning theory to such procedures, the dangers associated with such programs (eg injury to the trainer) and the benefits (eg the treatment of large endangered animal species without the use of anaesthetic drugs). Additionally, we briefly discuss the selection and management of animal trainers. The methods we describe here are equally applicable to laboratory, farm and pet animals. Finally, as with all management processes applied to animals, a written policy on animal training needs to be produced by any institution training animals.

Both the presence of slurry and dark conditions may deter dairy cows from using passageways in cubicle accommodation, thus restricting movement and normal behaviour. We attempted to train seven dairy cows to recognize the quantity of reward offered in a transparent tube containing molasses in a Y-maze. Only one cow failed to consistently select the aisle containing the larger reward. The cows were then individually offered the choice of traversing either a passageway with a 5cm-depth of cow excreta or a clean, dry passageway to collect their rewards. The quantity of the rewards on the two sides was varied between zero and 400ml of molasses to determine the price that the cows were prepared to pay for entering the aisle with excreta. Only two of the seven cows showed a clear avoidance of the passageway with excreta. There was a tendency (P < 0.1) for the cows to avoid the passageway with excreta only when it contained no reward and the clean passageway contained a reward of 400ml molasses. Otherwise, there was no clear avoidance of the passageway with excreta. We also investigated whether cows preferred to enter a lighted or unlighted passageway. All the cows, except one, showed a strong avoidance of the dark passage, even when it contained the largest reward and the lighted passage contained no reward. We conclude that dairy cows demonstrate only mild avoidance of passageways with excreta but strongly avoid passageways without lighting. Therefore, we suggest that passageways for dairy cows should be lit at all times.

Operant procedures occupy a prominent role within animal welfare science because they provide information about the strength of animals’ preferences. It is assumed that strongly motivated choices commonly indicate conditions necessary for uncompromised welfare. A review of the literature shows that members of many species will work for access to resources not commonly provided to them; including a secure resting place (perches for hens or boxes for rodents) and substrates for species-typical activities such as nesting, digging and rooting (in hens, rats, mice and pigs). Despite a recent surge in popularity, operant techniques remain under-utilised and studies employing them struggle to find the best method for prioritising resources. In order to fully exploit the potential of operant procedures a wider appreciation of the relevant theories and techniques might be beneficial; including greater employment of the basic principles of reinforcement theory and further development of more complex economic analogies. If these two strands of research develop together, operant approaches have a key role to play in refining and replacing husbandry practices that undermine animal welfare.

The motivation to crib was compared to the motivation to eat. Eight horses (Equus caballus) were operantly conditioned to push a switch for the opportunity to crib. When a progressive ratio was imposed, they worked as hard for a cribbing opportunity as for the opportunity to eat sweetened grain indicating a high demand. Another measure of motivation is the effort expended by the animal. The force exerted when a horse cribs was measured by attaching weights to a door and observing how heavy the weights had to be to prevent the horse from pulling a door toward itself when it cribbed. Seven horses were tested. Each neck flex of a crib-biting action was forceful enough to lift 29.4 (±5) kg. The motivation to crib and the force involved indicates that thwarting cribbing is a welfare issue.

One experiment used a free operant procedure with rats to compare ABA, AAB and ABC renewal by using a within-subject testing procedure. All rats were first trained to press a lever for food in context A. Lever pressing was then extinguished in either context A or context B. For rats in the groups ABA and ABC extinction took place in context B, while the rats in group AAB received extinction in the same context in which acquisition took place (context A). Finally, all rats were tested for renewal in two sessions. One extinction session was carried out in the same extinction context and another session in a different context. Rats in the group ABA were tested in context B and in context A; rats in the group AAB were tested in contexts A and B, whereas the group ABC was tested in contexts B and C. The results of the ANOVA showed context renewal since all groups had higher rates of responding when they were tested outside the extinction context, F(2, 21) = 15.32, p = .001, ηp 2 = .59; however, AAB and ABC renewal was lesser than ABA renewal, F(1, 21) = 16.70, p = .0001, ηp 2 = .61.

The translation of Pavlov's lectures (Pavlov, 1927) provided English-speaking psychologists with access to the full scope of Pavlov's research and theoretical ideas. The impact this had on their study of the psychology of learning can be assessed by examining influential books in this area. This reveals that Watson (1924) had been highly effective in promoting the misleading idea that Pavlov was a fellow S-R theorist. This assumption was not questioned by Tolman (1932), Hilgard and Marquis (1940) or by Hull (1943). However, this mistake was not made by Skinner (1938), who also provided the strongest arguments against Pavlov's belief that behavioral effects required explanation in terms of physiological processes. Post-1927 most learning research in the English-speaking countries continued to use instrumental, rather than Pavlovian, conditioning procedures. Nevertheless, many of the issues addressed by this research were ones that Pavlov had been the first to raise, so that his major influence can be seen as that of defining a research program for subsequent students of learning.

Young workers, experimentally removed from their nest and set in front of it, are not very good at finding the nest entrance and entering the nest. I examined how young ants learn their nest entrance characteristics, dealing only with the entrance sensu stricto, not with its vicinity. I observed that young ants have the innate behavior of trying to exit and re-enter their nest. I found that they are imprinted with the nest entrance odor while they are still living inside their nest and that they learn the visual aspect of their nest entrances, thanks to operant conditioning, when they exit their nest and succeed in re-entering in the course of their first short trips outside.

To study animal welfare empirically we need an objective basis for deciding when an animal is suffering. Suffering includes a wide range ofunpleasant emotional states such as fear, boredom, pain, and hunger. Suffering has evolved as a mechanism for avoiding sources ofdanger and threats to fitness. Captive animals often suffer in situations in which they are prevented from doing something that they are highly motivated to do. The “price” an animal is prepared to pay to attain or to escape a situation is an index ofhow the animal “feels” about that situation. Withholding conditions or commodities for which an animal shows “inelastic demand” (i.e., for which it continues to work despite increasing costs) is very likely to cause suffering. In designing environments for animals in zoos, farms, and laboratories, priority should be given to features for which animals show inelastic demand. The care ofanimals can thereby be based on an objective, animal-centered assessment of their needs.

The view that learning is governed by positive and negative consequences has dominated theory and application throughout this century. In some systems stimulus-response connections are stamped in or stamped out by the consequences of action, in others, cognitive expectancies are formed by experience with past consequences. The evidence from early experiments with rats and pigeons and the feedback principles of early servomechanisms seemed to offer both hard evidence and a plausible model for the law of effect in either its behaviorist or its cognitive form.

A large body of evidence demonstrates that the results of operant conditioning appear regardless of and often in spite of response-contingent consequences. Experiments designed to measure a residual effect of consequences exhibit an inevitable ex post facto error that vitiates all possible versions of this experimental design. Experiments designed to measure the effect of predictive contingency in Pavlovian conditioning exhibit a corresponding error. There appears to be a fundamental logical defect in all contingency models of the learning process.

Meanwhile, modern developments in ethology and computer science provide a unified feedforward model of the learning of adaptive and maladaptive behavior under both laboratory and field conditions. Because the feedforward model is more parsimonious, it is also more compatible with Darwinian principles of biological economy. Research on teaching new and challenging tasks to freeliving, well-fed subjects such as children and cross-fostered chimpanzees illustrates the wide applicability and practical effectiveness of feedforward.

Maximization theory, which is borrowed from economics, provides techniques for predicing the behavior of animals - including humans. A theoretical behavioral space is constructed in which each point represents a given combination of various behavioral alternatives. With two alternatives - behavior A and behavior B - each point within the space represents a certain amount of time spent performing behavior A and a certain amount of time spent performing behavior B. A particular environmental situation can be described as a constraint on available points (a circumscribed area) within the space. Maximization theory assumes that animals always choose the available point with the highest numerical value. The task of maximization theory is to assign to points in the behavioral space values that remain constant across various environmental situations; as those situations change, the point actually chosen is always the one with the highest assigned value.

Maximization theory is an alternative to reinforcement theory as a description of steady-state behavior. Situations to which reinforcement theory has been directly applied (such as reinforcement of rats pressing levers and pigeons pecking keys in Skinner boxes) and situations to which reinforcement theory has occasionally been extended (such as human economic behavior and human self-control) can be described by maximization theory. This approach views behavior as a quantitative outcome of the interaction of the putative instrumental response, the reinforcer, and the other activities available in the situation. It provides new insight into these situations and, because it takes context into account, has greater predictive power than reinforcement theory.

Human behavior is the joint product of (i) contingencies of survival responsible for natural selection, and (ii) contingencies of reinforcement responsible for the repertoires of individuals, including (iii) the special contingencies maintained by an evolved social environment. Selection by consequences is a causal mode found only in living things, or in machines made by living things. It was first recognized in natural selection: Reproduction, a first consequence, led to the evolution of cells, organs, and organisms reproducing themselves under increasingly diverse conditions. The behavior functioned well, however, only under conditions similar to those under which it was selected.

Reproduction under a wider range of consequences became possible with the evolution of processes through which organisms acquired behavior appropriate to novel environments. One of these, operant conditioning, is a second kind of selection by consequences: New responses could be strengthened by events which followed them. When the selecting consequences are the same, operant conditioning and natural selection work together redundantly. But because a species which quickly acquires behavior appropriate to an environment has less need for an innate repertoire, operant conditioning could replace as well as supplement the natural selection of behavior.

Social behavior is within easy range of natural selection, because other members are one of the most stable features of the environment of a species. The human species presumably became more social when its vocal musculature came under operant control. Verbal behavior greatly increased the importance of a third kind of selection by consequences, the evolution of social environments or cultures. The effect on the group, and not the reinforcing consequences for individual members, is responsible for the evolution of culture.

Background: Older adults with dementia commonly exhibit agitated behavior that puts them at risk of injury and institutionalization and is associated with caregiver stress. A range of theoretical approaches has produced numerous interventions to manage these behavior problems. This paper critically reviews the empirical literature on behavioral interventions to reduce agitation in older adults with dementia.

Method: A literature search yielded 23 articles that met inclusion criteria. These articles described interventions that targeted wandering, disruptive vocalization, physical aggression, other agitated behaviors and a combination of these behaviors. Studies are summarized individually and then evaluated.

Results: Behavioral interventions targeting agitated behavior exhibited by older adults with dementia show considerable promise. A number of methodological issues must be addressed to advance this research area. Problem areas include inconsistent use of functional assessment techniques, failure to report quantitative findings and inadequate demonstrations of experimental control.

Conclusions: The reviewed studies collectively provide evidence that warrants optimism regarding the application of behavioral principles to the management of agitation among older adults with dementia. Although the results of some studies were mixed and several studies revealed methodological shortcomings, many of them offered innovations that can be used in future, more rigorously designed, intervention studies.

The effect of level of muscle tension on the perception of painful stimuli was assessed in 13 chronic back pain patients, 14 subjects at high risk for chronic back pain, and 14 matched healthy controls. Subjects received painful intracutaneous electric stimuli to the forearm or the lower back while they produced either high or low muscle tension levels. Visual analog scale (VAS) ratings of acute pain were obtained after each trial. Electroencephalograms, electromyograms, skin conductance levels, and blood pressure were measured during the trials. Although subjective pain ratings were not significantly affected by muscle tension levels, the chronic pain patients displayed elevated N150 and N150/P260 amplitudes of the somatosensory-evoked potentials in the low as compared to the high muscle tension condition. The high risk group showed a trend toward higher N150 amplitudes in the low as compared to the high tension condition. The results of this study partially support the hypothesis that increases in muscle tension might serve as a pain-reducing mechanism in chronic pain patients and those at risk for chronicity, thus leading to a vicious pain-tension cycle.