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Looking for a home for 2 chihuahuas



 
 
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  #1  
Old May 21st 05, 05:06 AM
Sandy7
external usenet poster
 
Posts: n/a
Default Looking for a home for 2 chihuahuas

I have taken in 2 chihuahuas that were on their way to being put down
just because they were not wanted.The owner is having baby and did not
want the dogs. They are both scared to death but comming around They
have both been fixed One male 6 years old one female 8 years old Both
are black and tan and white in good health,house broken , but are not
for a family with children as they have not been around them. Please do
not ask for them if you are not willing to work with them till they
come around as it may take awhile. I am in the Kansas City area please
email me for more info
thanks
sandy7

  #2  
Old May 21st 05, 05:48 PM
YourConscience
external usenet poster
 
Posts: n/a
Default

HOWEDY Sandy7,

You can train your dogs to FEEL SAFE
in WON DAY if you study and follow the
INSTRUCTIONS in your FREE COPY
of The Amazing Puppy Wizard's FREE
WWW Wits' End Dog Training Method
Manual.

LIKE THIS:

From: Eric
To:
Sent: Friday, November 29, 2002 7:54 AM
Subject: just checking in..



Jerry!



You helped me with my pal Dundee about a year ago
regarding submissive peeing. Just wanted to let you
know he's doing great- he was "cured" in about 2 days
using your techniques!



He has since become the "smartest dog in the world"!
Once I stopped thinking like a human and got inside his
head, I can teach him ANYTHING, usually in a matter
of minutes. Makes me look like an expert dog-trainer.



I rescued two strays last week, cleaned 'em up, wormed
'em, and am getting them their shots. Time to get inside
their heads and teach them to teach themselves how to
be good dogs!



Instead of feeling like "training" is a chore, I look forward
to working with these guys a couple times a day...



Although I don't follow your instructions "to a T", I learned
from you to "think like a dog" and stimulate their brain rather
than beating ass or pinching, or any of that nonsense.



I know damn well I would NOT be loyal to someone
who beat MY ass lol!



Well, just wanted to thank you for rattling the bushes
out there and teaching folks the RIGHT way to "train" dogs.



A horseman friend of mine uses very similar techniques in
training his horses- he calls it "natural horsemanship". He
is hated by nearly all the local "trainers" yet somehow he
repeatedly wins at every show he attends. He rarely shows
any more, but goes now and then to rub their noses in it
(pun intended)... Too cool....



Have a great holiday season and keep up the good work!



Eric , Dundee, Sammy, and Maynard



=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3 D=3D=3D=3D=3D=3D=3D=3D=

=3D=3D


Subject: Dog will not listen to anyone but me!
Date: Tue, 9 Jul 2002 11:33:36 -0500
Message-ID: .=ADcom



Okay, I gotta speak up here... We've been using Jerry's
methods with our dog. We had the same problem as the
original poster has with Buzz. One day working with the
family pack exercise and practicing the recall command
with the family and she'll now go out with hubby and
daughter instead of needing me to reassure her or even
refusing to go with anyone but me.



I really urge you, regardless of the negative things you
might hear about Jerry & Wits' End here, to try the method
and *judge the results for yourself*.



Let's see what other areas she's improved in... always
comes when called, not chewing stuff even if we leave
it laying around, "re"housebroken after long shelter stay,
walks perfectly on leash, doesn't try to steal food from
our plates or beg... probably a few more things I'm
forgetting to mention. *(Yeah, the kats lay off the koi
and don't wander. jh).



That's in about a week's time.



Her overall demeanor has changed. When we brought
her home she was very untrusting and ultra-submissive
(except with her area/toys where she was possessive and
nippy).



She had been abused and beaten by previous owners,
then she was in a shelter for months. They (most of them)
wanted to give up and kill her Now she's gained confidence
and trust with us. Last night was another big breakthrough
(in my eyes). She barked! Big deal, she barked just once
when she heard the front door. Great!



Anyway, you'll be told lots of nasty stuff about Jerry or that
the Wits' End manual is culled from other sources. In my
opinion, even if it is, it takes only the good stuff and leaves
out the bad. Works for me.



(And I suppose I gotta say this... I don't know Jerry personally.
I've emailed him and instant messaged him. I have not bought a
"Doggy Do Right". He's offered help for free.)


Ms. Mick Owen Crneckiy
http://www.crneckiy.com & http://tarot.crneckiy.com
E-mail & MSN Messenger:
AIM & Yahoo!: MickCrneckiy ~ ICQ: 72461227


HOWEDY People!

Here's your FREE copy of The Amazing Puppy
Wizard's FREE WWW Wits' End Dog Training
Method Manual:

http://makeashorterlink.com/?G34D2527A

Just ASK The Amazing Puppy Wizard if you
need any additional FREE heelp. There's NO
arbritrary INFORMATION in your FREE copy
of The Amazing Puppy Wizard's FREE WWW
Wits' End Dog Training Method Manual so
study it well and do and follow ALL the
EXXXERCISES AS INSTRUCTED... it's a
PRECISE SCIENCE or it COULDN'T GET 100%
CONSISTENT NEARLY INSTANT SUCCESS for
all handlers and all dogs in all fields
or utilities and behaviors all over the
Whole Wild World {) ; ~ )


Date: Tue, 6 Jan 2004 09:41:01 -0500
From: "George von Hilsheimer, Ph.D."

Subject: "time-out"

Dan, my own firm hatred of punishment has
recently been intensified by meeting The
Puppy Wizard, Jerry Howe, whose work with
dogs is marvelous.

There is a literature on harms caused by time
out, and perhaps you'd like to look at
http://www.dogydoright.com
George von Hilsheimer, Ph.D., F.R.S.H.

"As Sam Corson (Pavlov's last student) demonstrated for
nearly 50 years at Ohio University (Oxford, O.) there
is no treatment more useful for dogs than tender loving
care."

George von Hilsheimer, Ph. D., F. R. S. H., Diplomate,
Academy of Behavioral Medicine

From: "George von Hilsheimer, Ph.D."
To:
Sent: Tuesday, January 04, 2005 5:38 PM
Subject: Doggy advice

Scott, Jerry Howe forwarded me the letter below.
I'm glad that you referred negatively to Jerry's
habit of CAPITALIZING and HOWEING everything.

I personally hate this habit of his. I think it is his
way of diluting his authority - IME he is a very modest
fellow. However, contrary to your sneer, he is very
competent at living with dogs.

I thought I'd list a series of actions which I found
on the list, folk asking advice on what to do about
dogs doing this and that, for example:

whining,
humping, hunching,
pacing,
self mutilation - paw licking, side sucking,
spinning,
prolonged barking, barking at shadows,
overstimulated barking,
fighting, bullying other dogs,
compulsive digging,
compulsive scratching,
compulsive chewing,
frantic behavior,
chasing light, chasing shadow,
stealing food,
digging in garbage can,
loosing house (toilet) training.
inappropriate fearfulness
aggression.

The thing that is fascinating to me, as an ethologist who
graduated from college 50 years ago and has spent all of
the intervening time working with animals (including the
human animal), is that you never see any of these behaviors in wild
dingoes, jackals, coyotes or wolves, you don't even see these behaviors

in hyenas (who aren't dog related).

You see these behaviors in human managed animals,
especially animals who live with neurotic hysterical humans.

As Sam Corson (Pavlov's last student) demonstrated for
nearly 50 years at Ohio University (Oxford, O.) there is no treatment
more useful for dogs than tender loving care.

George von Hilsheimer, Ph. D., F. R. S. H., Diplomate,
Academy of Behavioral Medicine

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=2E 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: "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 Dr. Von

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,


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

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

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 Could Not Obtain
Consistent, Reliable, Fast, Effective Results
For All Handler's And All Dogs,
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. {} ; ~ )


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."

You Get The Critter You Trained

A Dog Is A Dog
As A Kat Is A Kat
As A Birdie Is A Birdie
As A Child Is A Child
As A SP-HOWES Is a SP-HOWES.

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.

In The Problem Animal Behavior BUSINESS
FAILURE MEANS DEATH.
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 behaviors can be managed by altering habitual
adult responses to children (Harris, Wolf and Baer, 1964) .

Such RESEARCH holds 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 the 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 means were
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 use of 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).
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3 D=3D=3D=3D=3D=3D

  #3  
Old May 22nd 05, 05:05 AM
CB
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Sandy,

I am interested. I have one 2-yr old male chihuahua weighing about 4
lbs who is very friendly with other dogs. Do you know if your two are
purebreds? I ask only becasue purebreds don't shed much. This is
important to me as I am allegeric to the hair of other dogs.

Also, I live in Florda.

  #4  
Old May 22nd 05, 05:05 AM
CB
external usenet poster
 
Posts: n/a
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Sandy,

I am interested. I have one 2-yr old male chihuahua weighing about 4
lbs who is very friendly with other dogs. Do you know if your two are
purebreds? I ask only becasue purebreds don't shed much. This is
important to me as I am allegeric to the hair of other dogs.

Also, I live in Florda.

  #5  
Old May 25th 05, 05:25 PM
Sandy7
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Yes they are purebreds I know the breder very well and she has good
bloodlines. I know many people with breathing problems that say that
chihuahuas help them I do not know if this is true but do know they are
wonderful little dogs I would love to talk to you about the dogs but am
afraid that shipping them would not be a good thing at this point
Sandy7

  #6  
Old May 26th 05, 03:37 AM
Tirya
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Posts: n/a
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"Sandy7" wrote in message
oups.com...
Yes they are purebreds I know the breder very well and she has good
bloodlines. I know many people with breathing problems that say that
chihuahuas help them I do not know if this is true but do know they are
wonderful little dogs I would love to talk to you about the dogs but am
afraid that shipping them would not be a good thing at this point


If these two came from a breeder (whom you know), shouldn't these two go
back to her if their owner can't keep them anymore??

Tirya
--
TDC Inca Jeeper
A girl and her Jeep... it's a beautiful thing...


 




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