Dog training is a behavioral analysis application that uses the environmental events of the predecessor and the consequences for changing dog behavior, whether for it to assist in a particular activity or perform a particular task, or for it to participate effectively in contemporary household life. While training dogs for certain roles dates back to Roman times at least, training dogs into compatible domestic pets developed with suburbanization in the 1950s.
A dog learns from the interaction it has with its environment. This can be through classical conditioning, where it forms the relationship between two stimuli; non-associative learning, in which the behavior is modified through habituation or sensitization; and operant conditioning, where it forms the relationship between the antecedents and its consequences.
There are various methods of animal training that already exist, each with its adherents and critics. Some of the better known dog training procedures include the Koehler method, clicker training, motivational training, electronic training, rival-model training, domination-based training, and relationship-based training. Common characteristics of successful methods include knowing animal attributes and personality, accurate time for consistent strengthening and/or punishment and communication. The use of controversial penalties with both humanity and effectiveness is questioned by many behaviorists.
Video Dog training
Definisi
Dog training teaches responses to cues or commands, or performance actions that are not always natural to dogs, and also keeps dogs housed in their surroundings by modifying natural digging, barking, and eliminating behavior. Dog training is defined as a change in the behavior of the intended dog.
Dog training can be socialized into the domestic environment, basic compliance training or training for special activities including law enforcement, search and rescue, hunting, working with livestock, help for disabled people, entertainment, dog sports, detection and protecting people or property.
Maps Dog training
History
Although research on how dogs learn and into cross-species communication has changed the dog training approach in recent decades, understanding the role of early trainers and scientists contributes to the appreciation of how certain methods and techniques are developed.
Before 1900
Around 127-116 BC. a Roman farmer, Marcus Varro, noted the suggestion to raise and train puppies to graze cattle. His writings show that not only is dog training for certain established tasks, but that the initial training value is recognized.
In 1848 W. N. Hutchinson published his book Dog Breaking: The Fastest, Certain and Easy Method, Great Excellence or Only Personality Needed, With Opportunities and Ends for Those Who Love Dogs and Pistols. Mainly related to the training of hunting dogs such as bookmarks and tuners, this book supports a reward-based training form, commenting on men who have "strong and hard-hearted arms to punish, but no patience and no heads to instruct" and advised "Be good good, be a little blind." Stephen Hammond, a writer for Forest and Stream, advocated in his 1882 Practical Training that hunting dogs are praised and fed with meat for doing the right behavior.
Year of war
Konrad Most began training dogs for police work in Germany, and was appointed head of the State Coaching and Training Coaching for police dogs in Berlin, where he conducted original research into training dogs for various service tasks. In the outbreak of war in 1914 he was accused of organizing and directing the use of dogs to advance the war effort. He led the Experimental Institute for Armed Dogs during the Second World War, and thereafter run German Dog Farm, a worker's dog training center, including help dogs for the blind. He played a leading role in the establishment of the German Dog Research Society and Society for Animal Psychology. Her 1910 publication, Training Dog: A Guide, emphasized using instinctive behavior such as prey encouragement to train desired behavior, advocated the use of coercion and inducement, distinguished between primary and secondary amplifiers, and described the forming behavior, chained components of an activity, and the importance of reward and punishment time. This book shows an understanding of the principles of operant conditioning almost thirty years before they are formally elaborated by B.F. Skinner in The Behavior of Organisms . Although the printers of 2001 reprints warned that some "compulsive persuasion" like switches, thorny collars, and forced compliance need not be hard for pet dogs today, the basic principles of Most's methods are still used in police and military settings.
Marian Breland Bailey plays a major role in developing empirically and humanely empirically validated animal training methods and in promoting its widespread application. Marian is a graduate student under B.F. Skinner. Her first husband, Keller Breland, also came to study with Skinner and they collaborated with him, training pigeons to guide the bomb. The Brelands saw the commercial possibilities of operant training, setting up Animal Behavior Enterprises (ABE). In 1955, they opened "I.Q. Zoo" as a training facility and trained animal displays. They were among the first to use trained animals in television commercials, and the first to train dolphins and whales as entertainment, as well as for the navy. Keller died in 1965, and in 1976 Marian married Bob Bailey, who had been the director of marine mammal training for the navy. They pioneered the use of clicker as a conditioned booster to train animals in the distance. ABE continues to train thousands of animals with more than 140 species. Their work has significant public exposure through ABE's trained animal press coverage, bringing the principles of behavioral analysis and operant conditioning to the wider audience.
Konrad Lorenz, an Austrian scientist deemed to be developing the foundations of ethical research, further popularized animal behavior with his books, Man Meets Dog and King Solomon Ring. Lorenz states that there are three important commands to teaching dogs: "lie down" (stay where you are), "basket" (there) and "heel" (come with me).
In 1935, the American Kennel Club began conducting compliance tests, and in subsequent years popular magazines raised public awareness about the benefits of owning trained pet dogs, and the possibility of recreational dog training as a hobby. After World War II, the increasingly complex life of the suburbs demanded that for the protection of pet dogs themselves and the convenience of their owners, dogs must obey. William Koehler had served as the main trainer at the War Dog Training Center, in California, and after the war became head coach for the Orange Dogs Club - at the time, the biggest dog club in the United States - the instructor for club numbers breed, and dog trainers for Walt Disney Studios. In 1962 Koehler published the Koehler of Dog Training Method, where he was very critical of what he called "tid-bit training techniques" based on the dog's "joke" psychologist. Among the training innovations associated with Koehler is the use of long lines in relation to the lack of oral communication as a way of prioritizing rope training. Koehler insisted that participants in his training class use "strict corrections", including rope buffers and throwing chains, explained that temporary and annoying correction was cruel because they caused emotional disturbance in dogs. Vicki Hearne, a student of Koehler's, commented on the widespread criticism of his corrections, with the explanation that it was an emotionally charged language used in books that led to a number of court cases, and for books banned in Arizona for the time being. Despite the controversy, its basic method forms the core of many contemporary training systems.
Post World War II
In the 1950s, Blanche Saunders was a staunch advocate of pet dog training, traveling throughout the US to promote adherence classes. In the Complete Book of Dog Compliance , he says, "Dogs learn by associating their actions with pleasant or unpleasant results. They must be disciplined when they make mistakes, but they must also be rewarded when they do so. right. "Negative strengthening procedures play an important part in the Saunders method, especially the choke chain's stretching.The mantle taught to students is" Command! Jerk! Praise! "She feels that food should not be a sustainable reward, but it is acceptable to use" happy news now and then to solve the problem. "Saunders may begin to shift from military and police training methods, stressing the importance of reinforcement for behavior both in training - a step towards the positive training methods used today.
In 1965, John Paul Scott and John Fuller identified a critical period for learning and social development in puppies, and published the Genetics and Dog Social Behavior, an important study of dog behavior.
The 1980 television series
The Monks of New Skete, a breeder and trainer from German Shepherds in Cambridge, New York, published How to Become Your Dog Companion: A Dog Training Manual in 1978 and it became the best seller. Although advocating the philosophy that "understanding is the key to communication and affection with your dog," they support confrontational penalties which are then proven to lead to a dangerous aggressive response in many dogs.
In the 1980s veterinarians and animal behavior experts, Ian Dunbar found that despite evidence in the peak learning period in animals, some dog trainers worked with puppies before they were six months old. Dunbar founded the Sirius Dog Training , the first dedicated off-leash training program for puppies, which emphasizes the importance of teaching prevention of bites, socialities, and other basic household behaviors, for dogs under six months of age. Dunbar has written many books, and is known for his international seminar presentations and award-winning videos on dog and dog behavior and training.
Prior to the 1980s, Karen Pryor was an ocean-mammal trainer who used Skinner's operant principles to teach dolphins and develop marine-mammal exhibitions. In 1984, he published his book, Do not Shoot Dogs: New Teaching and Training , an explanation of operant-conditioning procedures written for the general public. In Pryor's book explains why punishment as a way to make people change often fails, and explains certain positive methods for changing the behavior of husbands, children and pets. Pryor's training materials and dog seminars show how operant procedures can be used to provide training based on positive reinforcement of good behavior. Pryor and Gary Wilkes introduced a clicker training to dog trainers with a series of seminars in 1992 and 1993. Wilkes used numerous rewards and rewards, and philosophical differences soon ended the partnership.
21st century
The 21st century has seen the proliferation of its television programs and accompanying books featuring dog training and rehabilitation, including Joel Silverman Good Dog U , <<> Dog Whisperer with Cesar Millan , < i> It's Me or the Dog featuring Victoria Stillwell, The Underdog Show , City Dog , and SuperFetch . The Pet Dog Trainer Association suggests that television programs are produced primarily for entertainment, and while all programs will have good points and not very good, viewers must critically evaluate the information before deciding which training tips to adopt.
How dogs learn
Operation conditioning
Operant conditioning (or instrumental conditioning) is a form of learning in which individual behavior is changed by its consequences. Two complementary motivations encourage instrumental learning: maximizing positive outcomes and minimizing unpleasant ones. There are two ways in which behavior is amplified or strengthened: positive reinforcement occurs when behavior is amplified by producing some desired consequences; Negative reinforcement occurs when behavior is amplified by avoiding some undesirable consequences. There are two ways in which behavior decreases or weakens: negative punishment occurs when behavior is attenuated with no consequence of reinforcement; and positive punishment occurs when behavior is attenuated by producing disincentive consequences. In combination, these basic contingencies and contingent contingencies provide four ways to modify behavior. Reinforcement increases the probability or relative frequency of the behavior that is followed, while the penalty reduces the probability or relative frequency of the behavior being followed.
A typical positive reinforcement event will meet some physiological or psychological needs, so it can be a food, game, or loving demonstration. Different dogs will find different things reinforce. Negative impulses occur when the dog discovers that a particular response terminates the presentation of an unpleasant stimulus. Hostility is something that dogs do not like, like verbal reprimands, or tightened choke chains.
Operational punishment is defined as an event that lowers the likelihood of the behavior being followed. This is not a "punishment" in the general sense of the word, and does not mean physical or psychological damage and certainly does not mean harassment. Punishment only involves the presentation of undesirable consequences (positive punishment) when the wrong behavior is done, such as a snap strap, or the removal of the desired consequences (negative punishment) when the wrong behavior is done, such as a cheese-eating coach who should be his gift. The previously developed behavior may cease if the gain stops; this is called extinction. A dog that steals the attention of its owner will eventually stop if it no longer receives attention.
Classic conditioning
Classical conditioning (or Pavlovian conditioning) is a form of learning in which a stimulus, conditioned stimulus, comes to signal the occurrence of a second stimulus, an unconditioned stimulus. Classical conditioning is when a dog learns to connect things in its environment, or finds some things just walking together. A dog can be afraid of rain through connection with thunder and lightning, or may respond to the owner who is wearing a certain pair of shoes by taking a leash. Classic conditioning is used in dog training to help dogs make special associations with special stimuli, especially in overcoming people's fears and situations.
Non-associative learning
Non-associative learning is a change in response to a stimulus that does not involve associating stimuli presented with stimuli or other events such as rewards or punishments. Habituation is non-associative learning. An example is when a dog reacting happily to the doorbell is subjected to repeated ringing without accompanying visitors, and stops responding to meaningless stimuli. It becomes habituated at the noise. On the other hand habituation is sensitization. Some dog reactions to stimuli become stronger than getting familiar with recurring stimuli or events. Desensitization is the process of pairing positive experiences with objects, people, or situations that cause fear or anxiety. Consistent exposure to the dreaded object along with the reward allows the animal to become less stressed, thus becoming insensitive to the process. This type of training can be effective for dogs who are afraid of fireworks.
The irrelevance learned is where dogs who are too sensitive to the stimulus or gesture study cues are irrelevant because the exposure has been proven smooth. So the dog owner continues to say "Sit down, sit" without a response or consequence, by accidentally teaching a dog to ignore the signal.
The learned helplessness occurs when the dog stops responding in situations where it has no choice to avoid negative events. In order for learned helplessness to occur, the event must be traumatic and out of the dog's control. Family dogs subject to unpredictable or uncontrollable penalties are at risk of impairment associated with learned helplessness. Less coordinated penalties with avoidable cues or identifiable response options, such as when the penalty lasts long after the event, meet the unavoidable criteria of trauma.
Observational learning
Observational learning is the learning that occurs through observing the behavior of others. This form of learning does not require reinforcement to occur; otherwise, model animals are required. While the model may have inadvertently tried to instill certain behaviors, many observed behaviors are remembered and imitated. A domestic dog is a social species and its social dependence makes it aware of the behavior of others, which contributes to its own behavior and learning ability. Nevertheless, an ongoing discussion of how much, and how, dogs can learn by interacting with each other and with people.
The term "observational learning" includes several closely related concepts: allelomimetic or mimic behavior in which, for example, puppies follow or copy others of their kind; social facilitation in which the presence of other dogs leads to an increase in the intensity of behavior; and local improvements that include pieces of social facilitation, mimic, and trial-and-error learning, but are different from the correct observational learning that dogs actively participate in behavior in the presence of other dogs and/or environmental cues. The four conditions required for observational learning are: attention, retention, motivation, and production. That is, the dog must pay attention to the dog or the person performing the modeled behavior; storing information collected about behavior during observation; motivated to reproduce the behavior in time and place removed from the original; and finally, produce behavior, or some reasonable facsimile thereof.
Children between the ages of 9-12 weeks who are allowed to observe women who detect drugs in the workplace generally prove more capable to learn the same skills at the age of six months than control puppies of the same age who were previously not allowed to watch their mother. work. A 2001 study recorded dog behavior in detour tests, where favorite toys or food were placed behind a V-shaped fence. A human detour demonstration significantly improved the performance of dogs in trials. Experiments show that dogs can rely on information provided by human actions when faced with new tasks. Significantly, they do not copy the exact path of human protesters, but adopt the twisting behaviors shown by humans to achieve their goals. The 1977 experiment by Adler and Adler found that puppies who watched other puppies learn to pull the cart into their enclosure with the ribbon attached proved much faster on assignment when then given the opportunity itself. At the age of 38 days, puppy demonstrators average need 697 seconds to succeed, while observers managed an average of 9 seconds.
Training methods
Koehler Method
Following closely the model set out in the Koehler of Dog Training Method, about 50 years later, Koehler's method continues to be taught in both classroom and personal training formats. This method is based on the philosophy that the dog acts on its right to choose its actions. Koehler explains that the behaviors that dogs learn are the action of choice based on their own learning experience. When those choices are influenced by reward expectations, the behavior is likely to recur, and when those choices are influenced by punitive anticipation, they will most likely stop. Once a dog knows that his choice produces comfort or discomfort, it can be taught to make the right decisions. Action-> Memory-> Desire summarizes the learning patterns used by the method; dogs act, remember the consequences, and form a desire to repeat or avoid these consequences. Adherents believe that once the behavior has been properly taught, it must be done, thus making any correction, fair, reasonable, and expected. Although this model has been used consistently since 1962, some of the punishment procedures described in this book are now not considered necessary, humane, or appropriate by many trainers.
Motivational Exercises
Training that is purely positive or motivational using the use of rewards to reinforce good behavior, and ignore all bad behavior. It is based on the Thorndike Securities Law, which says that rewarding actions tend to increase the frequency and actions that do not result in frequency degradation.
Motivational training is rooted in pet training, where coercion and correction are both difficult and dangerous, and ignoring bad behavior is problematic because the animal lives under controlled conditions. As a dog training strategy, purely positive training is feasible, but difficult, because it takes time and patience to control the rewards that the dog receives for behavior. Some activities such as jumping or chasing squirrels intrinsically reward, the activity is self-rewarding, and with some activities, the environment can provide reinforcement as when the response from the dog next pushes the bark.
Clicker training
Clicker training is the nickname given for a positive reinforcement training system based on operant conditioning. Clicker training can also be referred to as marker training. This system uses conductor amplifiers that can be sent faster and more precisely than primary amplifiers such as food. The term 'clicker' comes from a small metal cricket adapted from a children's toy that the trainer uses to precisely mark the desired behavior; however, some trainers use whistles, words, or even light as a conditioned booster. The trainer provides the main amplifier, such as toys or care, after noise or signal.
Electronic training
Electronic training involves the use of electric shock as a hostility. A common form is a collar that can be triggered remotely, or triggered by barks, a fence that gives a surprise when a dog wearing a special collar crosses a buried wire, and a mat that can be placed on the furniture to surprise. Some aids provide a hostile feeling like lemongrass spray when triggered. The use of electric shock to train a dog is a subject of considerable controversy. Proponents claim that the use of electronic devices allows remote training and the potential to eliminate self-respect behavior, and suggests that correct use, they have less risk of stress and injury than mechanical devices, such as chains. Opponents mention the risks of physical and psychological trauma associated with wrong or rough use.
In one study, Beagles who were raised in the laboratory were divided into three groups. Group A receives electric shock when the dog touches the prey (a rabbit doll that is mounted on a motion device). Group H received a surprise when they disobeyed recall orders previously trained during the hunt. Dogs in group R receive an electric shock arbitrarily, that shock is given unexpectedly and out of context. Group A showed no significant increase in salivary cortisol levels, while R and H groups did show significant improvement. This leads to the conclusion that animals capable of clearly associating electrical stimuli with their actions, ie touching the prey, and consequently being able to predict and control the stressor, do not show sufficient or persistent stress indicators, while animals unable to control the situation to avoid shocks showed significant stress.
In 2004 a study was published based on the observation of various breeds trained for protection work using collar shock, which showed that although electronically trained dogs could excel as guard dogs, their behavior towards humans and the work environment changed, often indicating an increase in uncertainty and reactivity.
Lindsay said of this study, "Schilder and Van der Borg (2004) have published reports of disturbing findings about the short-term and long-term effects of shock used in the context of worker dogs destined to be a significant source of controversy. the reduction in impulse or behavioral suppression associated with shock-related shock activity (eg, bite work) makes people skeptical about the ongoing detrimental effects that the author claims to be documented.Although they do not offer substantive evidence of trauma or danger to dogs, they provide much speculation, anecdotes, gender satire and inadequate education, and disparaging comments about the motivation and competence of the IPO trainer in its place. "
Training rival model
Based on the principles of social learning, model-rival training uses a model, or a rival for attention, to show the desired behavior. This method was used by Irene Pepperberg to train Alex African Gray Parrot to label a large number of objects. McKinley and Young conducted a pilot study on applying a modified version of the rival-model method for domestic dog training, noting that the origin of dogs as members of large and complex social groups encourages observational learning. The rival-model training involves the interaction between trainer, dog, and someone who acts as a rival-model, that is the model for the desired behavior and rivals for the trainer's attention. In dog view, dialogue about certain toys begins between trainer and model-rival. Coaches praise or scold the rival-model depending on whether the rival-model has named the toy correctly. It was found that the execution time to complete the task was similar for dogs who trained with either operant conditioning or rival method models. In addition, the total training time required for comparable job completion for both methods.
A Hungarian dog training group called NÃÆ' Â © pszigeti Kutyaiskola uses a variation of model-rival training that they describe as the Mirror Method. The philosophy of the mirror method is that dogs instinctively learn by following the example of others in their social sphere. The core to this program includes dogs in all aspects of the owner's life and positive reinforcement of copying behavior. Dog training methods of mirrors rely on the natural instincts of dogs and tendencies rather than working against them.
Training based domination
The concept of "pack" and "dominance" in relation to dog training originated in the 1940s and was popularized by the Monks of New Skete in the 1970s. This model is based on the theory that "dogs are wolves" and because wolves live in hierarchical packages in which the rules of alpha men over others, then humans must dominate dogs to change their behavior. However, recent research has shown that wolves in the wild actually live in the nuclear family where fathers and mothers are considered the leader of the pack, and their descendant status depends on their birth order which does not involve fighting to achieve higher rank, because the young wolves naturally follow in the footsteps of their parents.
Animal behavior experts insist that using dominance to modify behavior can suppress behavior without addressing the cause of the problem. It can exacerbate problems and increase fear, anxiety, and dog aggression. Dogs that are subjected to repeated threats may react with aggression not because they try to be dominant, but because they feel threatened and scared.
Researchers have explained several reasons why model dominance is a poor choice for dog training. First, relationships based on dominance are established to gain priority access to scarce resources, do not impose certain behaviors on less dominant animals, so domination models are irrelevant to most behaviors that people want from their dogs, such as coming when called or walking quietly with a rope. The second dominant mastery relationship, once established, continues to be tested and must be reinforced regularly. So people, especially children and the elderly, may not be able to maintain their rank and risk being hurt if they try to do so. Third, dominant individuals gain priority access to resources, but only when they are present, establishing dominance over dogs does not guarantee behavior when dominant individuals are distant or absent.
Relationship-based training
Derived from the theory of symbolic interactionism, relationship-based training exploits communication patterns, interpretations and adjustments between dogs and their coaches. By building a positive relationship between them, the method is set to achieve beneficial results for dogs and coaches, while at the same time enhancing and strengthening their relationships. The basic principles include ensuring that the basic needs of the dog have been fulfilled before starting the training session, finding out what motivates the dog and using it to gain behavior, interpreting the dog's body language to improve communication between dogs and trainers, using positive reinforcement to encourage desired behavior, train incompatible behaviors to replace undesirable behavior, and control the dog's environment to limit the possibility of undesirable behavior. A relationship-based approach to dog training does not depend on the use of special aids or tools, the relationship is always there, and the relationship between dog and coach is strong enough to achieve the training objectives.
Factor
Training can take many forms because there are trainers, but detailed studies of animal trainers find common characteristics of successful methods: a wise interpretation of what animals do before training, accurate time and consistent communication.
Communications
Dogs have become closely associated with humans through domestication and also become sensitive to human communicative signals. Generally, they have a lot of exposure to human speech, especially when playing, and are believed to have a good ability to recognize human speech. Two studies investigate the ability of a single dog believed to be exceptional in its language. Both studies reveal the potential of at least some dogs to develop an understanding of a large number of simple commands on the basis of only the sounds emitted by their owners. But research shows that visual cues from the owner may be important to understand more complex oral commands.
Understanding
For all of these techniques, consistency of the owner's training/behavior and engagement levels can affect the effectiveness of any technique applied.
Default characteristics
In considering the natural behavior of certain breed dogs, it is possible to train them to perform very useful specific tasks. For example, the Labrador feeder is the preferred type for detecting explosives. This is because the combination of factors includes their food drives that allow them to stay focused on the task despite the noise and other distractions. Most dog breeds that work can be trained to find people with their sense of smell (as opposed to their sense of sight). Cocker Spaniels can be trained as part of a detection team of termites. Its relatively small size allows them to enter the small space, and its light weight allows them to walk in the ceiling area that would be harmful to anything heavier. In fact, though unusual, termite-detecting dogs are more reliable in detecting termites than humans who depend on basic tapping and hearing systems. Because of their ability to learn signals by looking and for their energetic and athletic nature, German Shepherds can be trained to work with search teams and savior and human understanding teams.
Individual and/or classroom training
Individual training is used with dogs that have urgent or unique training problems such as fear, hyperactivity, aggression (and other related issues), separation anxiety, biting, excessive barking, insecurity, destructive behavior, walking difficulties, and inappropriate removal. This type of training is usually done where the problem occurs naturally rather than the classroom situation. Classroom training can be effective in encouraging socialization and play with peer groups. Classes are often offered at a more affordable rate and can encompass both problematic behavior and teach new skills. Classes can range from dog training and beginners to more advanced training and skills training such as performing tricks or therapeutic work.
Custom training
Dogs are also trained for specific purposes such as CGC Certification; for dog sports, including but not limited to compliance, dog agility, grazing, tracking, and flying ball; and to perform certain roles such as detection dogs, relief dogs, hunting dogs, police dogs, SAR (search dogs and rescuers) or guard dogs.
Tools
See also
General:
Note
References
- Burch, Mary R.; and Jon S. Bailey (1999). How to Learn Dog , New York: Howell's Book House ISBNÃ, 0-87605-371-1
- Hearne, Vicki (1987). Adam's Duty: Calling Animals by Name , New York: Alfred A. Knopf ISBNÃ, 0-394-75530-8
- Hutchinson, Lieut-Gen WN (1865). Dog Breaking for the Gun: The Quickest, Sure and Easy Method, With Excessive Notes on Shooting Sports , New York: Antique Dog Book, 2005 ISBN: 978-1-84664-035-3
- Lindsay, Steven R. (2000). Handbook of Applied Dog Behavior and Training, Vol 1, Adaptation and Learning , Iowa State Press
- Lorenz, Konrad (1953). Man Meets the Dog , (Marjorie Kerr Wilson, Trans.) Hagerstown, MA: Kodansha America, 1994
- Marlo, Shelby (1999). New Dog Art Training , Chicago: Contemporary Book, ISBN 0-8092-3170-0
- McGreevy, P., and R. Boakes (2011). Carrots and Sticks: The Principles of Animal Training , Sydney: Darlington Press
- Millan, Cesar; and Melissa Jo Peltier (2010). Cesarean , New York: Three Rivers Press ISBN 978-0-307-71687-3
- Monks of New Skete (1978). How to Become Your Dog Companion: Training Guide for Dog Owners , London: Little Brown
- Mostly, K. (1954). Training Dog , (J. Cleugh, Trans.), New York: Dogwise Publishing, 2001. ISBNÃ, 1-929242-00-X
- Pryor, Karen (1984). Do not Shoot Dogs: New Teaching and Training Art, New York: Bantam Books. ISBNÃ, 0-553-38039-7
- Pryor, Karen (1999). Clicker Training for Dogs , London: Ringpress Books. ISBNÃ, 1-86054-282-4
- Reid, Pamela J. (1996). Excel-Erated Learning, Explaining (In Plain English) How the Dog Learned and How to Teach Them the Best , James & amp; Kenneth Publisher.
- Saunders, Blanche (1969). Train You to Train Your Dog , New York: Howell's Book House. ISBNÃ, 0-87605-457-2
- Scott, John P.; and John L. Fuller (1965). Genetics and Dog's Social Behavior , Chicago: University of Chicago Press.
- Woodhouse, Barbara (1982). No Bad Dogs: Woodhouse Road , New York, Simon & amp; Schuster. ISBNÃ, 0-671-54185-4
External links
- Media related to Dog training on Wikimedia Commons
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