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E M N E H I S T O R I K K
Beauty	Postet - 12/12/2003 : 12:32:26
	Dette er mine Psychology experiment paa Nick, har en oppgave om dette paa skolen, og trenger noen hestefolk til aa skjekke resultatene mine! Haaper noen vil vaere saa vennlig aa hjelpe meg med dette, jeg vet det er langt, og paa engelsk, men dere kan vel ihvertfall skumme over det, spesielt conclusion? Jeg maa levere inn oppgaven(som forresten er 27 sider lang, dette er den viktigste delen), paa MANDAG og trenger svar. Soondag er siste frist, maa ha tilbake melding foor da! Applying what has been learned from this chapter to experiments is a great way of learning for active and sensing learners. These experiments have all been performed, and analyzed by an active learner. Horse in stable: Introduction: This experiment was conducted by an active learner on a horse. It helps the learner understand this unit on learning by applying it to something of interest. Keep in mind that the experiment was conducted on a real animal, so this is real, which is good for a learner who prefers fact over fiction. The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviors. He is also in a stage where he does not want to be bullied around, and wants to take over leadership and be in command. This experiment also took place around feeding time, when a horse is especially sensitive and distracted. Hypothesis: Horses are quit unpredictable, but I hypothesize that the horse will try to take over leadership, but corrections and rewards should guide the horse on a more correct path, and he will eventually give in. Materials: Horse Video camera/notebook Grooming kit video taper (Sofia) Procedure: Video taper Videotapes entire procedure! 1. Enter the horse's stable with a brush. Start grooming like usual, and ask the horse to move as required. 2. When the horse protests, expresses anger or "back stabs", correct his behavior by pushing him around using gentle pressure with your fingers and your body position. This will put him in a lower rank position than you. When he stops resisting, stop him, and continue grooming. 3. Repeat step 2 every time horse misbehaves, but after about 3 times, and when the horse is behaving, give him a little break for him to think about his behavior. Observe him thinking about his behavior; he will be licking and chewing, perhaps with his ears slightly, not tightly, backward. 4. After a 1-2min break repeat the process. It is important not to wait to long in-between, because the horse will forget. The horse will probably have thought over the situation, and might try something new to be in charge. 5. Groom the horse, and correct any bad behavior by pushing him around, opening your shoulders, and a deep toned "NO!". Observe any thinking by the horse, and note his new strategy. 6. Finish when the horse behaves, exit and leave the horse with something to think about. Data: US UR Correction CS CR Trial 1 Grooming, assumed leadership Taking over, threatening Pushing around, "NO" Me (shaping) Brief acceptation of leadership Trial 2 Grooming, assumed leadership. Threatening "NO!" Me Barely surrenders to leadership Trial 3 Grooming New strategy, blocking out, trapping Get out of trap, presume grooming. Me Acceptation of leadership, but sour because of the "lost battle." Observations/notes: Horse immediately expresses anger, protests against gentle grooming, want food. My response is to push him around, make him move away from me. He becomes a little angry with this, but note that the second time this he threatens me, a quick point with a finger, stare, and NO, is enough for him to pause and think about his behavior. Licking and chewing. He is rewarded with free time when he behaves, after I leave, he licks and chews, thinking about the consequences of his actions. After a pause, I enter his stable again, and attempt to groom him. He gets angry, and threatens. A quick warning is enough to make him stop his behavior. He gives up, and stops, and I stop warning him that his behavior is not acceptable. He licks and chews, thinking about his actions. I enter his stable once more, this time he decides to try to move away from me before I get there, and turn around, putting me in a vulnerable position against the wall. I show I am not frightened and quickly get in a more comfortable position. He is a little surprised, and pulls away, but not happily. As I presume the grooming, he throws little tantrums, because I got things my way. He knows that he can not get away from the grooming, and that he is to be groomed by me before he is fed. When he behaves he is rewarded with time off, were he may do as he pleases, and think about his actions. Analysis: During the first trial, my grooming (US), triggers the horse's threatening and wanting to take-over leadership (UR). The correction/punishment is to push the horse around, putting him in a lower ranking position than me. After conditioning the horse relates me (CS), to my corrections, and he barely surrenders leadership (CR). I reward him for approximate correct behavior (shaping), and reward him by giving him a break and oral praise "Good Boy" in a positive tone, with a little pat. This is also beneficial because the horse is given time to think about his actions. During the second trial, my grooming (US) triggers the horse's threatening behavior (UR). The correction/punishment for this is a quick warning; "NO!" which is enough for the horse to remember the previous consequences of his behavior. After conditioning, the horse relates me (CS), to my corrections, and he accepts my leadership. He is still angry that I get to be in charge, but he accepts it for the time. He is rewarded with a pat, and an oral reward "Good Boy", in a positive tone, and time-off to think about his actions. During the third trial, the horse relates me and my grooming to previous experiences, and he immediately attempts a new strategy. The horse attempts to trap me in a vulnerable position (UR). My correction for this is to quickly get back into a safer position, (proving to the horse that I am smarter than he thinks, and I am not scared of him) and presume my intended grooming. After conditioning the horse relates me (CS), to leadership, and he accepts that I am smarter than him, and he can not win the battle for leadership. He is a bad loser and is sour because he lost. He will probably try again a while later, and I will have to go through this process again a few times, until he eventually completely accepts that he can not take over my leadership. Conclusion: After a few trials, an organism will eventually accept the CR. If the CR is not what the organism wants, he will fight it for a while. But eventually he will learn that the CR is the CR, and will usually be the CR. This proved that it is very important that the CR remains the same in all the trails while learning an organism something. Trying to take-over leadership is instinctive behavior in a horse, and is therefore an obstacle in learning. But with training, one can get past it. This horse, as most horses, learns by repetition. Notice that I had to repeat the procedure many times until the horse begins to learn. My horse is an active and sensing learner, just like me! This information can help me adjust his learning to suit him, so he learns best. This experiment, or on hand experience, was an experiment not only on my part, but on his part to. One can see this from different perspectives; his title for this experiment would be "Owner won't let horse take over leadership in stable". That is my next question, and I want to attempt that next. What would this experiment look like from the horse's perspective? Horse on lead rope: Introduction: This experiment demonstrates the importance of positive reinforces and repetition in learning. It also demonstrates how important attention is in learning. The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviors. He is also in a stage where he does not want to be bullied around, and wants to take over leadership and be in command. This experiment also took place around feeding time, when a horse is especially sensitive and distracted. Also keep in mind that this experiment was conducted after the "Horse in Stable" experiment, and that the horse carries with him his experiences from the previous experiments. This horse has played the walk-stop-walk game many times before, but repetition is important. Hypothesis: If the horse is repeatedly asked to stop and walk on command repeatedly, and is rewarded for correct behavior, then the horse will learn this behavior. Materials: Horse Video camera/notebook Video taper Head collar Lead rope Place with distractions (grass, smells, dark tunnel, and water.) Procedure: Video taper Videotapes entire procedure! 1. Put head collar and lead rope on horse, and lead him out onto a place where there are a few distractions 2. Walk the horse on a loose rope, then suddenly stop, open your shoulders and look straight ahead. The horse should stop, but if he doesn't, pull slightly on the lead rope. Increase the pressure if he doesn't stop, and use your hands to put him onto correct position. 3. After the horse has stopped, pause for a few seconds, and then walk on. The horse should follow, but if he resists, help him by turning his head so he must move his front legs. 4. Repeat steps 2 and 3 about 6-10 times, and vary the steps you take before you stop, and the second you stop for. Reward when the horse stops nicely. Data: Walk Stop Pause Walk Trial 1 Nice Gentle pull on lead rope required Turns around, but success after being turned. nice Trial 2 nice Slow, but stops Turns, but success after being turned Reluctant, confused. I turn front, horse follows. Trial 3 nice nice Distracted by smells. I must ask for attention first. Trial 4 nice distracted Distracted at first, better after. Nice Trial 5 nice Nice Nice Nice Trial 6 nice nice nice Nice Observations/notes: The first times I stop, he does not stop. I gently pull on the rope, and he feels that I want him to pay attention to me. He notices I have stopped, and turns around to see what I am up to. I turn him around so that he is not blocking my way, make sure he stands perfectly still a few seconds before I walk on. Since he walks very nicely by my side, he is rewarded with a quick pat on the neck. This is comforting to the horse. After I stop him again, it takes less time for him to realize I stopped, but he is a little puzzled, and turns around to see what I am doing. I turn him so he is not in my way, and ask him to walk on. This time he is a little confused, and stops, standing still. I do not punish him for this, because he is thinking about what he is supposed to do, but he is not rewarded, which is enough to make him think why he was not rewarded. Instead I guide him on by turning his head, so his feet follow, and it is easiest for him to walk on. It works, and he walks on. The next time I stop, he stops, without help. That is correct, and I reward him with a pat on the neck. He is happy he won the game, and is distracted by interesting smells on the ground. I have not allowed him free time, so I gently ask for his attention, and he looks up. The game is not over… Now we do it again. He does not realize the game continues, and when I stop, he would rather be walking over to the grass. But I ask for his attention, turn him around so he is in a good position, and stop him for a few seconds, before I walk on. He follows nicely. The game is back. The next time I stop him, he stops as soon as he notices I have stopped, and is rewarded. We walk on, and stop one more time. This time he very nicely stops next to me, and waits patiently. He is rewarded, and understanding his success he stretches his neck out and downwards, saying, OK I understand now, and we walk back to his stable, where he is given a break to think about his actions. Analysis: As I progress through with the "game", the horse increasingly responds as I wish. Repetition clearly helps, and after 4 trials, the horse responds perfectly. During the first 2 trials the horse does not understand what he is supposed to do. Rewards and gentle corrections guide him on the right way, and by trials 3 and 4 the horse begins to understand what he is doing. Only problem is that he is distracted by the smells around him. But keeping him occupied, and demanding his attention gets him back on track. By trial 5, the horse has understood what he is supposed to do. He thinks he is "winning" the game, and he positively behaves nicely. Conclusion: A horse need to repeat a simple exercise like this about 5 times until he understands it. Rewards help him on the right path, and the absence of a reward can work as a correction, and is enough to make the horse think about his behavior. Distractions can cause trouble in learning, and as Bandura learned, attention is very important. A young horse has a quite short attention span, and it is important to keep it occupied. Horse Stretching Trick: Introduction: This experiment demonstrates the process of learning a new trick that requires some skills on the organisms' parts. A horse needs to be in a certain physical condition to be able to do this trick, but stretching towards the optimal trick position is very helpful. Horses also benefit from a good stretch, and if they can do a trick as well, that is great. The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviors. He is also in a stage where he does not want to be bullied around, and wants to take over leadership and be in command. This experiment also took place around feeding time, when a horse is especially sensitive and distracted. This experiment involves motivation, generalization, and a variable-ratio schedule. Hypothesis: If the horse is motivated by the hay, and receives a reward at a variable-ratio schedule, then the horse will generalize, and look for the hay at similar stimuli. Materials: Horse Hay Video camera/notebook Video taper Procedure: 1. Show the horse a small chunk of hay in your hand. 2. Lead him down in between his legs with the hay. 3, When the horse's head is in-between his front legs, move the hay a little backwards, let the horse reach for it a little while, until you let him have some hay, and give him a pat. Repeat a few times. 4. Switch the hand that your hay is in, and place an empty hand in-between the horse's front legs, and let the horse reach fo your closed hand until you open it, let the horse see there is no hay, and remove your hand. The horse has already stretched by now. Data: Response: Trial 1 Horse quickly finds hay, is motivated by hay to do the stretch. A reward tells him he has done the right thing. Trial 2 Horse immediately finds hay, and is rewarded. Trial 3 The horse gives the same responds to different stimuli, and the variable-ratio schedule doesn't unmotivated him to stretch. Observations/Analysis: I motivate him with hay, and he quickly finds hay in-between his front legs. He is rewarded by hay and a pat on the neck. The second piece of hay is quickly found by repeating his actions, and he is rewarded. The third time I have secretly switched the hay to my other hand behind my back, and I give him my empty hand. He is rewarded, and quickly finds the rest of the hay. Finding hay is an important part of the exercise because it motivates him to look. He does his stretch without knowing it. This is all a game for him. Conclusion: Motivation is important when teaching a horse something. Because of generalization, the horse responds the same way to different responses, and it doesn't matter whether I have hay in my hand or not. The excitement of a variable-ratio schedule encourages the horse to look for the hay. As long as the hay is given often enough, this will work. Here, as in the previous experiments, the horse learns by repetition. The reward is also an important part of the procedure, as it motivates the horse. Takker saa meget for at du leste/skummet over dette grusomt lange innlegget! Haaper paa tilbakemelding!
6 S E N E S T E S V A R (Siste først)
Beauty	Postet - 18/12/2003 : 12:23:21
	Jeg faar ikke karakter foor etter juleferien, men skal gi en tilbakemelding! Moi: Jeg er halvt engelsk, gaar paa internasjonal skole, saa jeg boor vel egentlig ha bedre engelsk enn deg;)
moi	Postet - 16/12/2003 : 22:15:42
	wow, hva fikk du på oppgaven????? du som gjorde alt..?? god engelsk... wææææææ, til å være 15... sjalu:P
Beauty	Postet - 13/12/2003 : 04:20:55
	TAKKER SAA UTROLIG MYE! Wow! Hadde ikke forventet at noen skulle gidde aa lese, men jeg tok fail! TUSEN TAKK til Elx og Guro! Dette har hjulpet meg enormt! Har skrevet om naa, og er veldig fornooyd! Det hoores mye bedre ut naa! Jeg er 15, og jeg tror nok ikke laereren min er saa streng paa akurat det, men hun er tross alt engelsk learer i tilegg... hmm... Jeg orker ikke skrive alt om igjen i riktig form, men det var nok riktig som du sa Guro at jeg brude skrevet det i preteritum. Vanligvis veksler jeg litt, men med trening blir det bra! Takk for tipset!
Guro	Postet - 12/12/2003 : 17:35:17
	Jeg har nå prøvd å lese igjennom det både du, Beauty har skrevet, og det elx har skrevet. Jeg er veldig enig med elx i at du bør unngå å skrive at hesten skal eksempelvsi "tenke" på ting. Da må du i grunnen kunne etablere et fakta med at hesten tenker (eller hvordan den tenker om du vil). Fra delen "horse on the lead rope": "The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviors. He is also in a stage where he does not want to be bullied around, and wants to take over leadership and be in command. " Dette har vel lite med selve hestetingen å gjøre, men om du leser gjennom det der så blir det alvorlig smør på flesk (i mine øyne). Hva med å bytte ut "He is also in a stage where he does not want to be bullied around...." Med noe ala "He is constantly searching for ways to be the boss, instead (mulig stavefeil) of being "bossed" by humans" (ok, det var en dårlig setning, men ikke skrive "in stage" så innmari mye, da blir det veldig slitsomt å lese... ) Skal tenke litt mer og se om jeg kommer opp med et godt forslag Og bare en "tiny" detalje til (som du ikke bør endre akkurat nå) men til en senere anledning så er det langt bedre å skrive i preteritum, enn i presens, det du her har skrevet er tross alt er rapport, og du har skrevet den etter det du utførte, ikke mens du utførte det. Nå vet jeg ikke hvor gammel du er (husker ikke, har lest det på VIP'en din en gang) og læreren din kommer sikkert ikke til å være _så_ streng på akkurat det, men husk det til senere..for "de blir værre" Guro
elx	Postet - 12/12/2003 : 16:24:46
	Ferdig! Men med kommentarer etc blir det laaangt! Mulig at jeg har vært litt pirkete – men jeg synes at dette var veldig bra! Men, det blir mye detaljer, og desto klarere du kan være desto lettere blir det for en ”ikke-hesteperson” å forstå hva du mener. Siden jeg ikke har lest resten av oppgaven din vet jeg ikke om noen av uttrykkene eller påstandene er forklart der, så jeg har satt spm ved alt jeg ikke synes virker selvforklarende. Håper du ikke synes jeg er altfor pirkete, men det virker som om du har gjort en såpass grundig jobb at jeg ville gjøre det samme Kan ikke forestille meg at at læreren din ikke blir fornøyd med en sånn kanoninnsats! Uthevet skrift – bør endres, rettes, fjernes eller forklares STORE BOKSTAVER – MIN KOMMENTAR, SPØRSMÅL EVT FORSLAG TIL ENDRING ETC STORE BOKSTAVER I KURSIV – FORSLAG TIL TILLEGG OK, here it goes: Applying what has been learned from this chapter to experiments is a great way of learning for active and sensing (ER DETTE SPESIELL TERMINOLOGI?) learners. These experiments have all been performed, and analyzed, by an active learner. Horse in stable: Introduction: This experiment was conducted by an active learner on a horse. It helps the learner understand this unit on learning by applying it to something of interest. Keep in mind that the experiment was conducted on a real (REPETISJON, KANSKJE KAN DU HELLER BRUKE “LIVE” FØRSTE GANG?) animal, so this is real, which is good for a learner who prefers fact over fiction. The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviours (IKKE “S” PÅ SLUTTEN, OG MEDMINDRE DU BRUKER US ENGELSK STAVES DET “BEHAVIOUR” I RESTEN AV TEKSTEN OGSÅ…). He is also in a stage where he does not want to be bullied (HØRES VOLDSOMT UT, BEDRE Å ERSTATTE MED “BOSSED”?) around, and wants to take over leadership and be in command. This experiment also took place around feeding time, when a horse is especially sensitive and (EASILY?) distracted. Hypothesis: Horses are quitE unpredictable (BY NATURE), but I hypothesize that the horse will try to take over leadership, but corrections and rewards should guide the horse (TOWARDS THE REQUIRED RESPONSE?) on a more correct path, and he will eventually (SURRENDER?) give in. Materials: Horse Video camera/notebook Grooming kit video taper (Sofia) Procedure: Video taper Videotapes entire procedure! 1. Enter the horse's stable with a brush. Start grooming like usual, and ask the horse to move as required. 2. When the horse protests, expresses anger or "back stabs" (FORSTÅR IKKE HVA DU MENER??? MENER DU FEKS “EXERTS PRESSURE IN RETURN”?), correct his behavior by pushing him around using gentle pressure with your fingers and your body position (TUNG SETNING, DROPP IHVERTFALL “YOUR” ELLER OMSKRIV FEKS – “CORRECT HIM BY MOVING HIM AROUND THROUGH USE OF GENTLE PRESSURE USING YOUR FINGERS, OR POSITIONING YOUR BODY”). This will put him in a lower rank position than you. When he stops resisting, stop him (HVORDAN? HVA MENER DU MED DET?), and continue grooming. 3. Repeat step 2 every time horse misbehaves, but after about 3 times, (OR) and when the horse is behaving, give him a little break for him to think about his behaviour (HAR DU ETABLERT AT HESTER TENKER? HVIS IKKE, BRUKE ANNET ORD? FEKS “ASSESS THE SITUATION”?). (OBSERVE HORSE, SHOWING SIGNS OF PROCESSING THE SITUATION BY…) Observe him thinking about his behavior; he will be licking and chewing, perhaps with his ears slightly, not tightly, (PINNED) backward. 4. After a 1-2min break repeat the process. It is important not to wait to long in-between, because the horse will forget. The horse will probably have thought over (PROCESSED?) the situation, and might try something new to be in charge. 5. Groom the horse, and correct any bad behavior by pushing him around, opening your shoulders (HAR DU FORKLART HVORFOR DU GJØR DETTE/EFFEKTEN DET HAR PÅ HESTEN ETC?), and a deep toned "NO!" (IN A DEEP TONE OF VOICE). Observe any thinking (REACTION?) by the horse, and note his new strategy. 6. Finish when the horse behaves (AS REQUESTED), exit and leave the horse with something to think about. (TO PROCESS THE SITUATION). Data: US UR Correction CS CR Trial 1 Grooming, assumed leadership Taking over, threatening Pushing around, "NO" Me (shaping) Brief acceptation of leadership Trial 2 Grooming, assumed leadership. Threatening "NO!" Me Barely surrenders to leadership Trial 3 Grooming New strategy, blocking out, trapping Get out of trap, presume grooming. Me Acceptation of leadership, but sour (GRUMPY?) because of (HAVING “LOST”. EVT “LOST THE BATTLE”) the "lost battle." Observations/notes: Horse immediately expresses anger, protests against gentle grooming, wantS food. My response is to push him around (EVT SLETTE?), make him move (OG HELLER LEGGE TIL “ON MY COMMAND, AND”) away from me. He becomes a little angry with this, but note that the second time this he threatens me, a quick point with a finger, stare, and NO, is enough for him to pause and (REFLECT) think about his behavior. Licking and chewing. He is rewarded with free time when he behaves, after I leave, he licks and chews, (PROCESSING THE SITUATION AND POSSIBLY RELATING ACTION TO CONSEQUENCE) thinking about the consequences of his actions. After a pause, I REenter his stable again (SLETTE?), and attempt to groom him (OG ISTEDET AVSLUTTE MED “AGAIN”). He gets angry, and (BEHAVES IN A THREATENING MANNER) threatens. A quick warning is enough to make him stop (THIS) his behavior. He gives up, and stops, and I stop warning him that his behavior is not acceptable. He licks and chews, thinking about his actions. I enter his stable once more, this time he decides to try to move away from me before I get there, and turn around, putting me in a vulnerable position against the wall. I show I am not frightened and quickly get in a more comfortable position. He is a little surprised, and pulls away, but not happily. As I presume the grooming, he throws little tantrums, (SHOWING HIS DISPLEASURE OF BEING OUTRANKED) because I got things my way. He knows that he can not get away from the grooming, and that he is to be groomed by me before he is fed. When he behaves he is rewarded with time off, were he may do as he pleases, and think about his actions. Analysis: During the first trial, my grooming (US), triggers the horse's threatening (BEHAVIOUR) and (HIS) wanting to take-over leadership (UR). The correction/punishment is to push the horse around, putting him in a lower ranking position than me. After conditioning the horse relates me (CS), to my corrections, and he barely surrenders leadership (CR). I reward him for approximate correct behavior (shaping), and reward him by giving him a break and oral (VERBAL) praise "Good Boy" in a positive tone, with a little pat. This is also beneficial because the horse is given time to (PROCESS) think about his actions. During the second trial, my grooming (US) triggers the horse's threatening behavior (UR). The correction/punishment for this is a quick warning; "NO!" which is enough for the horse to remember the previous consequences of his behaviour (OVERFLØDIG). After conditioning, the horse relates me (CS), to my corrections, and he accepts my leadership. He is still angry that I get to be in charge, but he accepts it for the time (BEING). He is rewarded with a pat, and an oral (VERBAL) reward "Good Boy", in a positive tone, and time-off to think about (PROCESS) his actions. During the third trial, the horse relates me and my grooming to previous experiences, and he immediately attempts a new strategy. The horse attempts to trap me in a vulnerable position (UR). My correction for this is to quickly get back into a safer position, (proving to the horse that I am smarter than he thinks, and I am not scared of him) and presume my intended grooming. After conditioning the horse relates me (CS), to leadership, and he accepts that I am smarter than him, and he can not win the battle for leadership. He is a bad loser and is sour (GRUMPY) because he lost. He will probably try again a while later, and I will have to go through this process again a few times, until he eventually completely accepts that he can not take over (I WILL NOT SURRENDER) my leadership. Conclusion: After a few trials, an organism will eventually accept the CR. If the CR is not what the organism wants, he will fight it for a while. But eventually he will learn that the CR is the CR, and will usually be the CR. This proved that it is very important that the CR remains the same (IS CONSISTENT) in all the trails while learning an organism something. Trying to take over leadership is instinctive behavior in a horse, and is therefore an obstacle in learning. But with training, one can get past it. This horse, as most horses, learns by repetition. Notice (NOTE) that I had to repeat the procedure many times until the horse begins to learn. My horse is an active and sensing learner, just like me! This information can help me adjust his learning to suit him, so he learns best (THUS OPTIMISING HIS LEARNING). This experiment, or on hand experience, was an experiment not only on my part, but on his part to. One can see this from different perspectives; his title for this experiment would be "Owner won't let horse take over leadership in stable". That is my next question, and I want to attempt that next. (LITT UKLART FORMULERT) What would this experiment look like from the horse's perspective? Horse on lead rope: Introduction: This experiment demonstrates the importance of positive reinforces (REINFORCEMENT) and repetition in learning. It also demonstrates how important attention is in (TO) learning. The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviors. He is also in a stage where he does not want to be bullied around, and wants to take over leadership and be in command. This experiment also took place around feeding time, when a horse is especially sensitive and (EASILY) distracted. Also keep in mind that this experiment was conducted (IMMEDIATELY?) after the "Horse in Stable" experiment, and that the horse carries with him his experiences from the previous experiments. This (PARTICULAR) horse has played the walk-stop-walk game (PREVIOUSLY) many times before, but repetition is important. Hypothesis: If the horse is repeatedly (GJENTAGELSE, STRYK EN REPEATEDLY) asked to stop and walk on command repeatedly, and is rewarded for correct behavior, then the horse will learn this behaviour (DEN SISTE “BEHAVIOUR” ER OVERFLØDIG). Materials: Horse Video camera/notebook Video taper Head collar Lead rope Place with distractions (grass, smells, dark tunnel, and water.) Procedure: Video taper Videotapes entire procedure! 1. Put head collar and lead rope on horse, and lead him out onto a place where there are a few distractions 2. Walk the horse on a loose rope, then suddenly stop, open your shoulders and look straight ahead. The horse should stop, but if he doesn't, pull slightly on the lead rope. Increase the pressure if he doesn't stop, and use your hands to put him onto correct position (SOM ER?). 3. After the horse has stopped, pause for a few seconds, and then walk on. The horse should follow, but if he resists, help him by turning (HVORDAN? KOMMER IKKE KLART FREM HVORFOR HESTEN MÅ GÅ HVIS MAN VENDER PÅ HODET…) his head so he must move his front legs. 4. Repeat steps 2 and 3 about 6-10 times, and vary the steps you take before you stop, and the second you stop for (AMOUNT OF TIME YOU STAND STILL FOR). Reward when the horse stops nicely (AS REQUESTED). Data: Walk Stop Pause Walk Trial 1 Nice Gentle pull on lead rope required Turns around, but success after being turned. nice Trial 2 nice Slow, but stops Turns, but success after being turned Reluctant, confused. I turn front, horse follows. Trial 3 nice nice Distracted by smells. I must ask for attention first. Trial 4 nice distracted Distracted at first, better after. Nice Trial 5 nice Nice Nice Nice Trial 6 nice nice nice Nice Observations/notes: The first times I stop, he does not stop (WITH ME). I gently pull on the rope, and he feels that I want him to pay attention to me. He notices I have stopped, and turns around to see what I am up to. I turn him around so that he is not blocking my way, make sure he stands perfectly still a few seconds before I walk on. Since (AS) he walks very nicely by my side, he is rewarded with a quick pat on the neck. This is comforting (HELLER “REASSURING”?) to the horse. After I stop him again, it takes less time for him to realize I stopped, but he is a little puzzled, and turns around to see what I am doing. I turn him so he is not in my way, and ask him to walk on. This time he is a little confused, and stops, standing still. I do not punish him for this, because he is thinking about what he is supposed to do, but he is not rewarded, which is enough to make him think (“QUESTION”) why he was not rewarded. Instead I guide him on by turning his head, so his feet follow, and it is easiest for him to walk on. It works, and he walks on. The next time I stop, he stops, without help. That is correct, and I reward him with a pat on the neck. He is happy he won the game, and (BUT) is distracted by interesting smells on the ground. I have not allowed him free time, so I gently ask for his attention, and he looks up. The game is not over… Now we do it again. He does not realize the game continues, and when I stop, he would rather be (“CONTINUE”) walking over to the grass. But I ask for his attention, turn him around so he is in a good position, and stop him for a few seconds, before I walk on. He follows nicely. The game is back (ON). The next time I stop him, he stops as soon as he notices I have stopped, and is rewarded. We walk on, and stop one more time. This time he very nicely stops next to me, and waits patiently. He is rewarded, and understanding his success he stretches his neck out and downwards, saying, OK I understand now, and we walk back to his stable, where he is given a break to think about his actions. Analysis: As I progress through with the "game", the horse increasingly responds as I wish. Repetition clearly helps, and after 4 trials, the horse responds perfectly. During the first 2 trials the horse does not understand what he is supposed to do. Rewards and gentle corrections guide him on the right way, and by trials 3 and 4 the horse begins to understand what he is doing. (THE) Only problem is that he is distracted by (EG) the smells around him. But keeping him occupied, and demanding his attention gets him back on track. By trial 5, the horse has understood what he is supposed to do. He thinks he is "winning" the game, and he positively (? MENER DU “CONSISTENTLY”?) behaves nicely. Conclusion: A horse need to repeat a simple exercise like this about 5 (SEVERAL?) times until he understands it. Rewards help him on the right path, and the absence of a reward can work as a correction, and is enough to make the horse think about his behavior. Distractions can cause trouble in learning, and as Bandura learned, attention is very important. A young horse has a quite short attention span, and it is important to keep it occupied. Horse Stretching Trick (EVT “EXERCISE”?): Introduction: This experiment demonstrates the process of learning a new trick that requires some skills on the organisms' parts. A horse needs to be in a certain physical condition to be able to do this trick, but stretching towards the optimal position is very helpful. Horses also benefit from a good stretch, and if they can do a trick (“WE CAN MAKE IT INTO A GAME”) as well, that is great. The horse this experiment was conducted on is quite young, and is in a stage where he is learning basic behaviors. He is also in a stage where he does not want to be bullied around, and wants to take over leadership and be in command. This experiment also took place around feeding time, when a horse is especially sensitive and (EASILY) distracted. This experiment involves motivation, generalization, and a variable-ratio schedule. Hypothesis: If the horse is motivated by the hay, and receives a reward at a variable-ratio schedule, then the horse will generalize, and look for the hay at similar stimuli. Materials: Horse Hay Video camera/notebook Video taper Procedure: 1. Show the horse a small (HANDFUL OF HAY. ?) chunk of hay in your hand. 2. Lead him down in between his (FRONT) legs with the hay. 3, When the horse's head is in-between his front legs, move the hay a little backwards, let the horse reach for it a little while, until you let him have some hay, and give him a pat. Repeat a few times. 4. Switch the hand that your hay is in, and place an empty hand in-between the horse's front legs, and let the horse reach foR your closed hand until you open it, let the horse see there is no hay, and remove your hand. The horse has already stretched by now. Data: Response: Trial 1 Horse quickly finds hay, is motivated by hay to do the stretch. A reward tells him he has done the right thing. Trial 2 Horse immediately finds hay, and is rewarded. Trial 3 The horse gives the same responds to different stimuli, and the variable-ratio schedule doesn't unmotivated (TROR IKKE DETTE ER ET ORD – EVT OMSKRIVE SETNINGEN “AND THE HORSE IS STILL MOTIVATED TO STRETCH DESPITE THE VARIABLE-RATIO SCHEDULE”) him to stretch. Observations/Analysis: I motivate him with hay, and he quickly finds hay in-between his front legs. He is rewarded by hay and a pat on the neck. The second piece of hay is quickly found by repeating his actions, and he is rewarded. The third time I have secretly switched the hay to my other hand behind my back, and I give him my empty hand. He is rewarded, and quickly finds the rest of the hay. Finding hay is an important part of the exercise because it motivates him to look. He does his stretch without knowing it. This is all a game for him. Conclusion: Motivation is important when teaching a horse something. Because of generalization, the horse responds the same way to different responses, and it doesn't matter whether I have hay in my hand or not. The excitement of a variable-ratio schedule encourages the horse to look for the hay. As long as the hay is given often enough, this will work. Here, as in the previous experiments, the horse learns by repetition. The reward is also an important part of the procedure, as it motivates the horse.
elx	Postet - 12/12/2003 : 15:06:30
	Heisann, er igang og gir tilbakemelding når jeg er ferdig med å se igjennom. :) elx

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