Dog pulling on leash

#1 March 9th 05, 02:09 PM

Why are you posting this discussion to alt.music.saxophone?

It's Only Alimentary, Dear Watson wrote:
"The Methods, Principles, And Philosophy Of Behavior
Never Change,
Or They'd Not Be Scientific And Would Not Obtain
Consistent, Reliable, Fast, Effective Results
For All Handler's
And All Dogs,
For ALL FIELDS And ALL UTILITIES
ALL OVER
The Whole Wild World
NEARLY INSTANTLY,
As Taught In Your FREE Copy Of The Puppy Wizard's FREE
WWW Wits' End Dog Training Method Manual,"
The Puppy Wizard. {} ; ~ )

You can TRAIN ANY DOG KAT BIRDY or CHILD
in a few minutes to NATURALLY WANT to do ANY
THING you ask if you DON'T follow the ADVICE of
the lying dog kat birdy and child abusing MENTAL
CASES you're askin for HEELP.

You GET The Critter You TRAINED

A DOG Is A Dog;
As A KAT Is A KAT;
As A BIRDY Is A BIRDY;
As A CHILD IS A CHILD;
As A SP-HOWES Is a SP-HOWES.

ALL Behavior Problems Are CAUSED BY MISHANDLING

ALL Critters Only Respond In
PREDICTABLE INNATE NORMAL NATURAL
INSTINCTIVE REFLEXIVE Ways;
To Situations And Circumstances Of Their Environment
Which We Create For Them.

Damn The Descartean War of "Nature Vs Nurture."
We Teach By HOWER Words And Actions
And GET BACK What We TAUGHT.

Dr. George VonHilsheimer writes in
"Is there a SCIENCE of BEHAVIOR?":

"Valette 1966 is a complete trivialization of
scientific findings. It overstates the case for
reinforcement theory. No careful researcher
would contend that operant techniques CAN
ANY THING MORE than modify SHORT TERM
BEHAVIOR in a highly controlled and limited
environment with a large number of skillful
experimenters. Certainly the most elaborate
studies have shown that the withdrawal or
temprary inefficiency of the reward system is
immediately followed by CESSATION of the
programmed behavior.

In fortunate contrast to this depressing paper
is the research reported by Whelan (1966) who
makes the simple but profHOWEND caveat that
"It is only through CORRECT, EFFICIENT APPLICATION
(of operant principles) that children's behavor can
be changed to the extent that they can subsequently
contribute to the REAL WORLD in which they live." "

"The Methods, Principles And Philosophy Of Behavior
Never Change, Or They'd Not Be Scientific And Would
Not Obtain Consistent, Reliable, Fast, Effective Results
For All Handler's And All Dogs, As Taught In Your FREE
Copy Of The Puppy Wizard's FREE WWW Wits' End
Dog Training Method Manual," The Amazing Puppy
Wizard. {} ; ~ )

Dr. Von continues:

"Whelan illustrates the simple nature or the
learning process by referring to Ferster's
engaging study of two three year old
chimpanzees taught mathematics through
simple procedures. Whelan carries this
EVIDENCE a step futher by pointing HOWET
it's applicability to disturbed children."

A Dog Is A Dog As A Child Is A Child As A Kat
Is A Kat. All Critters Only Respond In Predictable
Innate, Normal, Natural, Instinctive, Reflexive,
Ways To Circumstances And Situations Of Their
Environments Which We Create For Them.

ALL BEHAVIOR PROBLEMS ARE CAUSED BY
MISHANDLING. Damn The Descartean War of
"Nature Vs Nurture." We Teach By HOWER Words
And Actions And GET BACK What We TAUGHT.

In The Problem Animal Behavior BUSINESS
FAILURE MEANS DEATH. SAME SAME SAME
SAME, For The Problem Child Behavior BUSINESS.

Dr. Von continues:
"If chimpanzees CAN LEARN mathematics
through step by step learning AT THEIR OWN
PACE, reinforced primarily by CORRECT
ANSWERS rather than with "fruit loops and
rasins", we can assume that even developmentally
RETARDED or CONfHOWENDED children
CAN LEARN as well. Moreover, Whelan
makes the EXXXTREMELY important point
that while most teachers assume that learning
takes place verbally, primarily it is a non verbal
process..

Unfortunately Whelan limits himself to the problem
that "teachers must not only modify or remove specific
deviant behaviors, but must also develop socially
acceptable behavior patterns in the classroom and
classroom conditioned goals, NOT LEARNING.

Other researchers have emphasized the importance
ofadult behaviors in conditioning classroom behavior.
An EXXXCELLENT review of this researchshowd that
tantrum behavior, excessive crawling and dependency,
isolated play, passivity, spelling failure, and other problem
behaviorscan be managed by altering habitual adult
responses to children (Harris, Wolf and Baer, 1964) .
Such RESEARCHholds GREATER PROMISE in that
alteration of the conditioning social environment seems
to provide more STABLE and LASTING CHANGES than
"M and M's". Moreover, a great deal of work has been
done developing EFFECTIVE techniques of behavior
modificaton through the conditioning social environment
of peers (Hartup, 1964). These directions would seem
more PRODUCTIVE than a simple minded trainslation
of the Skinner cage to the classroom.

Skinner (1963) pointed HOWET that operant techniques
can "be utilized fully ONLY IF we REDEFINE the GOALS
of education and the CONDITIONS in the educational
environment under which those goals may be reached...
(through) a DIFFERENT KIND of educational research
which is much more closely concerned with the immediate
dimensions of the student's behavior than with gross
changes such as IMPROVED PERFORMANCES."
UNFORTUNATELY, neither Skinner nor ANY OTHER
learning theorist has provided us with a working model
of a school or research enterprise based on systemic
and thorough-going APPLICATION of LEARNING
PRINCIPLES. Skinner (1948, 1953) approaches a
definition of the philosophical issues involved, and
provides an utopian model of a school, but generally
psychologists seem STUCK at a level of MANAGEMENT
of an aggressively disturbing child in the classroom,
through peer approval, or the aplication of accelerating
CONsequences in the classroom, or scientifically
S-HOWENDING tactics like "TIME HOWET" (which
we used to know more simply as "sendin the kid to
the cloakroom").

Hobbs (op. cit.) claims that the classroom is a
natural environement for the child. Thelen (1965)
contends that "classroom practices are UNnatural,
UNreasonable, and 'against NATURE.' ". This
would seem the central issue for the philosophy of
education. Mere trivial application of research findings
to an institution essentially unchanged from Sumerian
academies (Kramer, 1962) will NOT create useful
teaching for human beings.

It seems relevant to ask EXXXACTLY WHAT do we
know abHOWT the learning situation in which HOWER
children find themselves, and why, in the light of HOWER
knowledge, do we do any of the things that schools do?"

We know that there is little agreement among adults
as to what it is they are SUPPOSED to be DOING,
what something to do could be that MIGHT be
EFFECTVE, and what it IS that other people who
have authority over children ought to be doing (Mc-
Eachern and Taylor, 1967). Wherefor the child's
CONfusiHOWEN?

It is NO WONDER hat the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's
social behaviors shaping the child (Whaler,
1966). Some clinics have reported ELIMINATION
ofthe need for child THERAPY through changing
the clinical emphasis from clinical to parental
HANDLING of the child (Szrynski 1965). A large
number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents temporarily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966).

Probably the most absurd figure in Amaerican mass
media is the TEACHER (Gerbner, 1966). HOWE can
we EXXXPECT children to LEARN responsible P-HOWER
from models of IMPOTENCE? We KNOW that LEARNING
a complex ritualized social role, is facilitated by observation
of an INTELLIGIBLE MODEL much more effectively than
by trial and error with REINFORCEMENT. roles which are
relatively arbitrary and senseless are the most difficult to
learn (Luchins, 1966). Do we make ANY EFFORT as
teachers to CORRECT the massive impact of media?
HOWE can the ARBITRARINESS and SENSELESSNESS
of IMPOTENT ADULT MODELS be redeemed by anything
short of RELEVANCE and COMMITMENT?

As an engaging final comment on the PROFESSION
let me mention the little study by Dittman et al (1965)
tha when 15 psychotherapists and 9 professional dancers
evaluated facial and bodily expressons for effect the
dancers ere much MOORE accurate. Need we say
MOORE abHOWET the training of therapists?

THE OPERANT FALLACY

Programs utilizing the "contingencies of reinforcement
model" proposed by Skinner (1963) ar no more well
established in research than the various dynamic
therapists. Research in four areas : 1) direct evaluation of
programmed systems for elarning; 2) reinforcement;
3) cognitive dissonance; and 4) motivation, MOST
SURELY DEMOLISH eth claims of operant programers.

The 190 studies annotated by Schramm (1964) when
inspected display NO SIGNIFICANT DIFFERENCES
in SUCCESS among approaches and modifications.
Programmed instruction is no worse than conventional
instruction, and takes less time, but time reductions in
conventional instruction has frequently been shown
possible without detrimental effects. If you draw your
controls cagily you can always show the superiority of
your PET technique.

Moore and Smit (1964) compared variations on
programmed materials, machines, texts, written
responses, merely reading, free response, multiple
choice, and iving or not giving the students results.
There were NO SIGNIFICANT DIFFERENCES despite
Skinner's insistence on the importance of the
CONTINGENCY of REINFORCEMENT. Carpenter
and Greenhill (1963) could find NO DIFFERENCE
in RESULTS even after eliminating the self-pacing
feature by presenting the materials by TV or Video.

Krumboltz and Kiesler (1965) reported that a two month
follow up test showed NO DIFFERENCE between students
given a variety of reinforcement schedules. Mayo and
Longo (1966) report that naval and marine trainees
saved 30% of time in learning electronics fundamentals
through a programed course witrh superior scores on one
measure but not on another, and with no follow-up reported.
The same authors reported a reductionj from 26 HOWERS
to 19 HOWERS in instruction time through the use of
program with NO DIFFERENCE in test scores, except
that as longer blocks of materiallearned through programmed
meanswere tesed the scores DECREASED.

When the control instruction is manipulated an entirely
DIFFERENT picture emerges Jacobs and Kulkarni (1966)
assignedstudents in three different schools to classes
with standard programmed material giving immediate
knowledge of results to classes without results and to
classes with the order of sections of the program inverted.
In two schools the groups without knowledge of results
and the groups with inverted material SCORED HIGHER.
In one school there was NO DIFFERENCE. So much for
THEORY. Reid and Taylor (1965) presented a linear
program on paper-making to 60 paid undergrads with
a 12 week follow up test. The group which merely
read learned the same material in 154 minutes to
243 minutes for the group given responses- a
REVERSAL of the usual BIASED RESULTS based
on POOR CON-TROLLS. There were no differences
on post tests. Spagnoli (1965) reports on a study
exposing the control and programed group to the same
material in a concentrated effort over a limited period
of time. There were NO SIGNIFICANT DIFFERENCES.
Sassenrath and Garverick (1965) gave 4 matched
groups of 120 students four procedures: 1) looking
up the wrong answers, 2) having questions discussed
by the instructors, 3) checking answers from correct
ones on the board, and 4) no feedback. The discussion
method proved best.

Finally, in studying means of training men to perform
a 72 action prcedure on Nike-Hercules equipment,
Cox and Boren (1965) demonstrated that the time
required to learn the procedure to critterion was NO
DIFFERENT when the actions were organized into
seven operant spans and taught in reverse order, in
natural order, or without grouping into operant spans
at all.

IT IS CLEAR that as comparisons became more
sophisticated programed instruction and other
operant teaching techniquesreveal tehemselves
as simply another prestigiHOWES FAD--somewhat
better than conventional instruction in saving time,
but certainly not providing a better or better organized
or more independently useful GRASP of KNOWLEDGE.

The IMBECILITY of some ofthe claims for operant
technique simply take the breath away. Lovas et al
(1966) report a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are reported to have been learning
new words with alacrity. HOWEver, when REWARDS
were moved to a delayed contingency the behavoir and
learning immediately deteriorated. Despite this, and
despite the fact that there was no evidence of cognitive
association with the words, the authors leap to the
conclusion that the fact that the boys improved in the
acquisition of Norwegian words WITHOUT REWARDS
while still being given English words WITH REWARDS
suggest hat the children may be able to acquire new
behaviors on their own. The need for this study escapes
one, particularly in view of the very well established fact
that schizophrenics condition quite readily (Mednick, 1958)
One can see the "SCIENTIFIC" PRECISION by which the
authors drop contingent reinforcements thus PROVING
that the parrot behavior was indeed caused by the schedule
and NOT by some other mystical force. The useof Norwegian
to demonstrate learning that could not even remotely be
related to previous history is a grotesquery too bizarre to
be credited. Who could possibly doubt that this useless
and probably damaging trained seal routine depended on
the psychologist's antics? What on earth led them to
believe that a schizophrenic needs even more other-
focused responsiveness?

Lovaas et al (1965) reportedthree programs carried
out on five year old autistic twins conditioining them
to "social behavior" and to eliminate pathologial
behaviors such as self-stimulation and tantrums.
Affectionate and other social behaviors toward
adults increaseed after adults had been associated
with shock reduction. The routine for this treatment
brings immediate relief to mind Sawrey and Wesz
(1956) routine for producing ulcers in monkeys. I
suppose it is USELESS to speculate on the source
of SO CALLED THERAPISTS willingness to experiment
on human beings with procedures for which there is
sound experimentally established WARNINGS. If the
"double blind" theory of the origin of schizophrenia
(Bateson, 1956) is at all valid, HOWE DEVASTATING
the experience must ULTIMATELY BE. Do Lovaas et
al REALLY BELIEVE the schizophrenic has no cognitive
processes and DOES NOT KNOW WHO IS RESPONSIBLE
FOR THE SHOCK? Greger (1965) criticized this study
on the basis that trainsfer CANNOT be generalized. That
issue can be answered by experience, and, of curse, the
"social" behavior of these children deteriorates as soon
as the psychologists LOOSE INTEREST. The IMPORTANT
ISSUE for a SCIENCE OF BEHAVIOR is why not attempt
those things which are KNOWN to WORK at least in some
cases if only for control puporses. Kanner (1954) reports
that 13 classically autistic children improved enough to
go to school without "anything that is regarded as good
psychotherapy or as psychotherapy at all..." Autistic
children have been known to become permenantely
social by deinstitutionalization, BY REMOVAL from
the parents, BY RADICAL CHANGES in other environments,
and by MASSIVE DOSAGE of TOUCHING, HOLDING,
FONDLING LOVE DESPITE THE REJECTION OF THE
CHILD. My case, Larry, (vonHilsheimer, 1965b), demonstrates
a recovery by using the mother as an autistic boy's teacher
in an open millieu. It is curiHOWES that the operant technicians
provide as few, and as UNIMAGINITAVE controls for thier
"research" as the Freudians.

REWARD / PUNISHMENT

Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVER LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge,
demonstrated HOWE we escape the phenomenon
that an expected reward not received is experienced
as a punishment and can produce extensive and
persistent aggression (Azrin et al, 1966).

MIMICRY, PLAY, EXPLORATION AND
THE NEED FOR DATA

Complex activities are LEARNED MORE QUICKLY
through OBSERVATION (copying, if you will) than
by trial and error with reinforcemet (Luchins,).
Observers of subjects making a first trial of a multiple
choice bolt head maze made fewer errors than the
practiced subjects in the second run, while subjects
who have been shocked for error on a first trial made
more errors than either (Rosenbaum & Hewitt, 1966).
Students will modify their beliefs more when rewarded
for the way in which they carried out arguing for a
disagreeable position (role reward), than when rewarded
for the content of the argument (Wallace, 1966).

======================

From: "George von Hilsheimer, Ph.D."

To:
Sent: Friday, November 19, 2004 9:31 AM
Subject: How does diagnosis shape treatment?

How does diagnosis shape treatment?

Nearly every week I have a visit from Jerry Howe, who
publicizes himself as The Puppy Wizard. Jerry is a
master at behavioral modification of dogs.

His fundamental bedrock is the work Pavlov's last student,
the late Sam Corson, Ph.D., did at the U of Ohio (at Oxford,O).

Sam always pointed out if the dog stopped working for
you in the lab, Pavlov and he always took the dog away
from the lab, and put him in a loving home and gave him
TLC for a couple of months, and then started, very carefully,
over again.

Jerry believes that reward and constraint focused training
is immoral. I've watched him in one short session calm
impossible dogs, just about to be murdered (oops "put to
sleep") because of their "incorrigibly" violent behavior.

Sam was one of the first people to apply amphetamine to
hyperactivity (he searched the Middle West for hyperactive
dogs); but he never lost sight of the fundamental reality that
a dog is not a human, but does respond, doggily, to dog love.

You might be surprised to go to B. F. Skinner's "Cumulative
Record" and read the essay by Breland and Breland, "The
Misbehavior of Organisms".

Animals cannot be successfully trained unless the
trainer attends to the evolutionary history, the individual's
developmental history, and the environmental niche of
the animal being trained.

Yep, right there in Skinner's last and summary book.
Even with behavior mod, you must know the animal.

snip

Dogs or little boys, you have to know the individual
history, and the nature of he disorder.

Dr. Von

PS if you are interested in dogs, then take a look at
Jerry's work,

INTRO TO WITS' END DOG TRAINING MANUAL
George von Hilsheimer, Ph.D. F.R.S.H.

Several years ago one of my old students telephoned
to me and asked me what I knew about Doggie Do
Right, a device to cause your neighbor's dog to stop
barking.

I had not heard of the device, nor its inventor, Jerry
Howe, but I telephoned, read his website, and told
my graduate that I thought the device was worth a
trial - indeed I shut up the dogs in my neighborhood
by turning on Jerry's supersonic device.

After all we all know that dogs respond to whistles
humans cannot hear, so why not respond to "attaboy"
sounds which humans cannot hear.

My student lived far from my Florida homestead, so
he tried it on the three incredibly savage, hyperactive
and noisy dogs who lived behind a tall fence just 3 feet
back of his bedroom.

Hot rats! The device worked,

Andy got his sleep and I didn't think much of the
matter again.

A few months ago I had new neighbors on each
side of my house, four of them, all with noisy
unshuttupable dogs. Argh!

So I foned Andrew in Virgina, received the intelligence
that his neighbors dogs were still quiet, and then I foned
Jerry Howe, the inventor of Doggie Do Right, who came
to visit me.

Merlin walked into my office.

Jerry is a slender fellow with a belly button lenghth grey
beard tapering down his chest. I liked him immediately,
and I applied his instrument to the neighborhood again
which again became silent.

It occured to me that if this ultrasonic field worked with
dogs that we ought at least to ask the question, what
happens to humans in range of the device???

I asked Jerry to give me a list of customers and began
inquiring among them. One thing became immediately
evident. The Doggie Do Right not only shuts up your
neighbors' dogs, it calms and modifies your husband's behavior.

Holey Moley, Captain Marvel, this device has major potential.

In the meantime Jerry gave me a copy of his Wits End
Dog Training Manual. I was delighted. He also introduced
me to the world of professional dog trainers some of whom
even have Ph.D.s in psychology.

This was not such a delight as it appeared that none
of these luminaries had actually read Skinner, Lazarus
or other fountains of wisdom in psychology. Indeed, it
seemed as though they knew very little about the laws
of behavior at all!

Punishment and confrontation seemed to be their
major stock in trade.

Well, if you go to my website, www.drbiofeedback.com
you can read of the career of Sam Corson, I.P. Pavlov's
last student.

Sam demonstrated that rehabilitation of hyperactive
dogs can easily and readily be done using TLC, tender
loving care is at the root of the scientific management
of doggies.

Pavlov told us so 100 years ago.

So what are these degreed morons doing punishing
dogs, and shouting "NO" into their doggie faces? If
you pick up B.F.Skinner's last book, CUMULATIVE
RECORD, included in it is an essay by Keller Breland
and Maryann Breland entitled THE MISBEHAVIOR OF ORGANISMS.

Skinner deliberately included his students' chapter
to emphasize that you cannot manage the behavior
of animals unless you take into consideration 1. the
animal's evolutionary niche (who is the animal?);
2. the animal's personal history (who is the animal?)
and 3, the instinctive repetoire of the animal (who is
the animal?) and 4. the personality of the animal (who
is the animal?).

The Brelands moved far from the white rat. "Thirty-eight
species, totaling over 6,000 individual animals, have been
conditioned, and we have dared to tackle such unlikely
subjects as reindeer, cockatoos, raccoons, porpoises,
and whales."

Jerry Howe spends most of his times with dogs, but
he has learned Pavlov's lesson well. Dogs are individuals,
they are individual DOGS, and they respond most directly
and immediately to love and tender loving care.

Read with pleasure, and then go love your dog.

George von Hilsheimer, Ph.D., F.R.S.H.
Who's Who Honoree since 1983

From: TooCool )

The Puppy Wizard's Wits End Training Method

I have studied canine behavior and dog training for
years. I have a huge library that covers every system
of training.

The Puppy Wizard's (Jerry Howe's) Wits' End Training
Method is by far the most scientific, the most advanced,
the kindest, the quickest and the most effective training
method yet discovered.

It is not an assortment of training tips and tricks; it is
a logically consistent system. Every behavior problem
and every obedience skill is treated in the same logically
consistent manner.

Please study his manual carefully. Please endeavor to
understand the basis of his system and please follow
his directions exactly. His manual is a masterpiece.
It is dense with theory, with explanation, with detailed
descriptions about why behavior problems occur and
how their solution should be approached.

One should not pick and choose from among his methods
based upon what you personally like or dislike. His is not
a
bag of tricks but a complete and integrated system for not
only training a dog but for raising a loving companion.

When I once said to Jerry that his system creates for
you the dog of your dreams, his response was that it
produces for your dog the owner of his dreams.

You see, Jerry has discovered that if you are gentle
with your dog then he will be gentle with you, if you
praise your dog every time he looks at you, then you
will become the center of your dogs world, if you use
Jerry's sound distraction with praise, then it takes
just minutes-sometimes merely seconds-to train your
dog to not misbehave (even in your absence) (Just 15
seconds this morning to train my 10 week old puppy to
lie quietly and let me clip his nails).

Using Jerry's scientific method (sound distraction /
praise / alteration / variation) it takes just minutes to
train you dog to respond to your commands.

What a pleasure it was for me to see my 6 week old
puppy running as fast has his wobbly little legs would
carry him in response to my recall command-and he
comes running every time I call no matter where we are
or what he is doing.

At ten weeks old now, my puppy never strains upon
his leash thanks to Jerry's hot & cold exercises and
his Family Pack Leadership exercises.

Jerry has discovered that if you scold your dog, if you
scream at him, if you intimidate him, if you hurt him,
if you force him then his natural response is to oppose
you.

Is Jerry a nut?

It doesn't make any difference to me whether he is or not.
It is a logical fallacy to judge a person's ideas based upon
their personality. As far as dogs are concerned, Jerry
wears his heart upon his sleeve. It touches him deeply
when he hears of trainers forcing, intimidating, scolding
or hurting dogs.

More than that, he knows that force is not effective
and that it will certainly lead to behavior problems;
sometime problems so severe that people put their
dogs down because of those problems.

I believe that it is natural for humans to want to control
their dog by force. Jerry knows this too. We have all been
at our wits' end, haven't we?

Dogs have a natural tendency to mimic. In scientific
literature it is referred to allelomimetic behavior. Dogs
respond in like kind to force; they respond in like kind
to praise.

Don't bribe your dog with treats; give him what he
wants most-your kind attention. Give him your praise.
You will be astonished at how your dog 's anxiety will
dissipate and how their behavior problems will dissipate
along with their anxiety.

Treat Jerry Howe's (The Puppy Wizard) Wits' End
Training Method as a scientific principle just as you
would the law of gravity and you will have astounding
success.

Dog behavior is just as scientific as is gravity.

If you follow Jerry's puppy rules you will get a sweet little
Magwai; if you don't you will surely get a little gremlin
(anyone see The Gremlins?). --Larry

"TooCool" wrote in message

news: ...

"Learning Theory"-An Insult to Canines

Classical and operant conditioning is founded in
what is termed "learning theory".

The four rudimentary rules of "learning theory" a
Something Good can start or be presented, so
behavior increases = Positive Reinforcement (R)

Something Good can end or be taken away, so behavior
decreases = Negative Punishment (P-)

Something Bad can start or be presented, so behavior
decreases = Positive Punishment (P)

Something Bad can end or be taken away, so behavior
increases = Negative Reinforcement (R-)

Proponents of "learning theory" believe that no
learning can take place without reinforcement or
punishment either positive or negative. That is why
they employ treats and force.

"Learning theory" is a flawed concept for
evolutionarily advanced species. Advanced species
learn without any external motivation. They are not
automatons that merely respond to stimuli. Their
evolutionary survival has endowed them with self
motivated learning behavior. Canines, in particular,
are curious, they love to learn and they exhibit
pride in what they have learned. They think-they
figure things out. They can invent games to play.
They can invent behaviors to drive you crazy. They
have emotions-they can be humorous and they can
be vindictive-their feelings can be hurt. They can
suffer terribly if you don't treat them with respect.

They actively seek their environment for new things to
learn. They also learn from watching other animals and
humans and they mimic their behavior (in the scientific
literature this is termed allelomimetic behavior). It is an
insult to the intelligence of dogs and to their owners to
employ operant conditioning (clicker training).

Dogs are not B. F. Skinner robots whose only capacity
to learn stems from the four rules of "learning
theory". Canines deserve treatment and training that
is tailored to their nature. You can literally ruin
your dog if your treatment and training does not
respect their nature.

Please study the Puppy Wizard's Wits' End Training
Method. It is the only available method, of which I
am aware, that is based upon the true nature of
canines. In his system, praise is not used as a
reinforcement or motivator, i. e., dogs are not asked
to work for praise.

--Larry

"TooCool" wrote in
message news:

Planarians are primitive, free-living, flat bodied,
freshwater creatures. They can be conditioned to
respond to stimuli, display the ability to master a
two-choice maze, and can transfer the memory of
training from one individual to another by feeding a
ground up planarian to another one.

It is this primitive level of learning that "Learning Theory"
and operant conditioning addresses. Operant conditioning
does not rely upon an animal's ability to think. It operates
upon a primitive (nervous system) level for animals in
general, regardless of the level of their brain development.

When you train a dog using clicker training, you are
training a mindless reaction to your clicker / reinforcement.

Your dog is not learning an idea-he is learning a
conditioned reflex. He will perform just like a robot
when you give the signal-he can't help it.

It has also been shown that when you later withdraw
your reinforcement that it will induce stress which will
lead to behavior problems-often quite severe.

Learning in humans is conceptual. "Learning theory"
plays absolutely no part in human learning. Humans
do not learn through a process of gaining some
reinforcement or avoiding some pain. They study their
environment, they form concepts, they learn logic (in
order to separate truth from falsity) and using
reasoning they attempt to integrate all of their
knowledge without contradiction. If humans seem to
respond to some reinforcement or to avoid some pain,
it is because they have consciously evaluated the
various alternatives and have made a reasoned
choice--that is not a conditioned behavior and
it is not an application of "Learning Theory".

Canines are not conceptual animals, but they do
possess the ability to think. Their thinking powers
are different both in kind and in degree from humans.
That is why it is so important to learn their nature
in order to train them successfully.

Operant conditioning operates at a primitive, nervous
system level. It does not take advantage of a dog's
ability to think-only his ability to be conditioned. The
act of subverting his nature as a thinking creature causes
stress and anxiety which can in turn produce behavior
problems. Please study the Puppy Wizard's Wits' End
Training Method. It is consonant with the nature of a
thinking dog. It will not induce stress and anxiety
and no behavior problems will result. --Larry

From: Mike )
Subject: Info. on the puppy wizard?
Date: 2004-07-18 14:27:02 PST

Oh, and did I mention his methods work, ya nuff said.

Mike

Ok Mike which part worked for you?

It helped clear problems from my dogs in the
field using the can penny distraction technique.

Works like a charm.

My dogs get distracted easy from their jobs ie,
retrieving or training to find lost people, oh did
I mention that I am a Search and Rescue Team
Leader.

Sorry that slipped my mind.

I have read volumes of training books and don't
know where people get that Jerry copied others
work as I have NEVER come across his methods
before. I would like to see proof.

Just like Jerry outlined I eliminated problems one
at at time as they arose. I used to try and train to
the way I wanted them but this is backward, you
train out the problems leaving what you want left over.

Funny part is the second dog who had the same
problems as the other didn't need correcting for
some of his habits after I cleared it from the first
dog.

Seemed he learned through osmosis.

Nice side benefit there.

It nearly came to giving them up to a 3rd party
trainer as they were not performing well. The
VAST majority of working dog trainers are
agressive in their actions with the dogs.

I tried it and it didn't work and guess what I
was at my "Whits End" then someone I new
turned me onto Jerry and the rest is history.

I referred friends and families to Jerry's manual
and all have had great results. Starting puppies
out on the distraction technique is especially
good because they never develop the habit.

I had my sisters dog healing, sitting and down
stay reliably at 8-9 weeks. The first night home
following Jerrys advice we ditched the crate and
put the pup on the floor beside the bed and after
2 whimpers NOT A SOUND OUT OF THAT DOG
FOR 6 HRS! first night, that has never happened
in all my days.

Sorry, the man understands dogs its that simple.

Mike

----- Original Message -----
From: "Larry M Male"
To: "The Puppy Wizard"
Sent: Saturday, August 21, 2004 12:44 PM
Subject: Cocker with ear infection

Thanks Jerry,

I enjoyed the scientific discussion debunking
operant conditioning for teaching thinking animals.
Humans think by forming concepts. All of their
knowledge is held as a hierarchy of concepts
(more complex concepts defined in terms of
simpler ones). In my mind, to treat such a being
as a B. F. Skinner robot is criminal.

I don't believe that dogs hold their knowledge
as concepts as do humans but their ability to
think is unquestionable.

Operant conditioning doesn't utilize an animal's
ability to think. When you show a dog what you
want them to do, then they are able to grasp the
problem; they are able to think about it and to
integrate possible solutions into their mind.

But with operant conditioning a trainer is actually
hiding the problem to be solved from the animal.

For example, it is good for your dog's attention to
be upon you. When heeling, he will notice your
movements, your subtle hand signals, your facial
expressions and he will immediately sense your
next command. But the clicker trainers have forgotten
the reasons why a dog's attention should be upon you.

So they condition a dog to unnaturally cock his head
to stare upward at you. The dog doesn't appreciate
the meaning of this and neither does the trainer. Since
this unnatural behavior is prized in the obedience ring,
the clicker trainers are motivated to condition it.

Don't you think that the "high five" hand shake that
clicker trainers use to motivate novices looks like a
Nazi salute (an unthinking reflex). It is not at all like
a warm hand shake from a loving companion, is it?

Some of your testimonials bring tears to my eyes. I
love to see how some "thinking" people appreciate
your methods.

--Larry

From: AIMEE )
Subject: House training and such...
Date: 2003-10-08 16:18:56 PST

I've been having a problem with my dog, Axel,
relieving himself in the house while I'm away
from home.

I've used TPW method's, and yesterday I was out
for 12 hours, and Axel didn't have one single "accident".

Today, I had hoped that the results would be just as
good - and they were (I was out for 11 hours).

The problem began when, as a puppy, Axel would
relieve himself in the house and I would point at the
mess and tell him "NO" or "Bad Dog".

That made him afraid to relieve himself in the house
or infront of me.

After I got TPW's training manual, I corrected my
mishandling of these instances.

When I came home to an "accident", I would simply
drop a can near the area and ask Axel "What's that?"
Then I would clean it up - with out showing him I was
the least bit upset about the mess, and when he looked
at the spot I would tell him "Good boy, you're a good dog".

This has been an ongoing problem, and thanks to the
Puppy Wizard, we've finally got it taken care of...

Also, Axel LOVES the cat's litter box...He enjoys the
"snacks" he can find in there...I followed TPW's methods
by alternating sounds and praising him while or before
he sticks his nose in it, and today, he's been going into
the room with the cat box and barking. That's because
he's thinking about getting into the box, but he knows he
shouldn't.

Thank you, Jerry, for all you help. You've been a
blessing to all of us.

AIMEE

===================

From: AIMEE ):

I own a black an tan coonhound. We got him
as a puppy, and due to constant mishandling
(pulling on his lead, negative corrections, and
the occasional use of a bark collar) I ended
up with a very anxious dog.

I couldn't leave him home alone, I couldn't
crate him, I couldn't even take my dog for
walks because he feared EVERYTHING.

I was going to have to get rid of him if things
didn't turn around.

My husband and I searched the internet for
answers - AND WE FOUND THE PUPPY WIZARD.

For all of you disbeliveers out there HIS METHODS WORK!

I've followed his manual, and we now have a
dog that can be left home alone, that heels
on command, that can go outside and NOT
be afraid of everything he sees.

Not only have his methods helped our dog, but
our marriage has gotten better. We had fallen
into a rut - constant bickering and tension, we
never laughed or had FUN together - but now,
with the same mindset used in THE PUPPY
WIZARDS dog training, our communications
channels have opened, and we now work
together instead of against one another.

For all the "Literalists" out there, NO WE DID
NOT TEACH EACH OTHER TO SIT, STAY,
OR HEEL.

We simply eliminated the nagging and the
acting out to get NEGATIVE attention from
one another since we weren't getting
the POSITIVE attention we wanted.

So, it's been proven - THE PUPPY WIZARDS
METHODS WORK.

It's up to you to accept them. Yes, there's alot
of blame that we have to accept, but once we
realize that we've caused these problems to
arise, we can strive to make things better.

AIMEE

All truth passes through three stages.
First, it is ridiculed.
Second, it is violently opposed.
Third, it is accepted as being self-evident.
-Arthur Schopenhauer

"Thank you for fighting the fine fight--
even tho it's a hopeless task,
in this system of things.
As long as man is ruling man,
there will be animals (and humans!)
abused and neglected. :-(
Your student," Juanita.

"If you've got them by the balls their hearts
and minds will follow,"
John Wayne.

The Amazing Puppy Wizard. {} ; ~ )

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