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Relevant bibliographies by topics / Positive reinforcement training

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Academic literature on the topic 'Positive reinforcement training'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Positive reinforcement training"

1

Gillis, Timothy E., Amy C. Janes, and Marc J. Kaufman. "Positive Reinforcement Training in Squirrel Monkeys Using Clicker Training." American Journal of Primatology 74, no. 8 (2012): 712–20. http://dx.doi.org/10.1002/ajp.22015.

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Halligan, Sarah M., and Paul D. Luyben. "Prompts, Feedback, Positive Reinforcement, and Potty Training." Journal of Prevention & Intervention in the Community 37, no. 3 (2009): 177–86. http://dx.doi.org/10.1080/10852350902976031.

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Prescott, Mark J., and Hannah M. Buchanan-Smith. "Training Nonhuman Primates Using Positive Reinforcement Techniques." Journal of Applied Animal Welfare Science 6, no. 3 (2003): 157–61. http://dx.doi.org/10.1207/s15327604jaws0603_01.

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Hockenhull, Jo, and Emma Creighton. "Training horses: Positive reinforcement, positive punishment, and ridden behavior problems." Journal of Veterinary Behavior 8, no. 4 (2013): 245–52. http://dx.doi.org/10.1016/j.jveb.2012.06.002.

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Heidenreich, Barbara. "An Introduction to Positive Reinforcement Training and Its Benefits." Journal of Exotic Pet Medicine 16, no. 1 (2007): 19–23. http://dx.doi.org/10.1053/j.jepm.2006.11.005.

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Perlman, Jaine E., Mollie A. Bloomsmith, Margaret A. Whittaker, Jennifer L. McMillan, Darren E. Minier, and Brenda McCowan. "Implementing positive reinforcement animal training programs at primate laboratories." Applied Animal Behaviour Science 137, no. 3-4 (2012): 114–26. http://dx.doi.org/10.1016/j.applanim.2011.11.003.

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Fernström, A. L., H. Fredlund, M. Spångberg, and K. Westlund. "Positive reinforcement training in rhesus macaques-training progress as a result of training frequency." American Journal of Primatology 71, no. 5 (2009): 373–79. http://dx.doi.org/10.1002/ajp.20659.

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Laule, Gail Ellen. "Positive reinforcement training and environmental enrichment: enhancing animal well-being." Journal of the American Veterinary Medical Association 223, no. 7 (2003): 969–73. http://dx.doi.org/10.2460/javma.2003.223.969.

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Willson, Erin K., Rachael B. Stratton, Charlotte F. Bolwell, and Kevin J. Stafford. "Comparison of positive reinforcement training in cats: A pilot study." Journal of Veterinary Behavior 21 (September 2017): 64–70. http://dx.doi.org/10.1016/j.jveb.2017.07.007.

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Yang, Hsin-ya, Kristopher G. Galang, Anthony Gallegos, Betty W. Ma, and Roslyn Rivkah Isseroff. "Sling Training with Positive Reinforcement to Facilitate Porcine Wound Studies." JID Innovations 1, no. 2 (2021): 100016. http://dx.doi.org/10.1016/j.xjidi.2021.100016.

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Dissertations / Theses on the topic "Positive reinforcement training"

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Murrey, Nicole A. Rosales-Ruiz Jesus. "The effects of combining positive and negative reinforcement during training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3636.

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Murrey, Nicole A. "The Effects of Combining Positive and Negative Reinforcement During Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3636/.

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The purpose of this experiment was to compare the effects of combining negative reinforcement and positive reinforcement during teaching with the effects of using positive reinforcement alone. A behavior was trained under two stimulus conditions and procedures. One method involved presenting the cue ven and reinforcing successive approximations to the target behavior. The other method involved presenting the cue punir, physically prompting the target behavior by pulling the leash, and delivering a reinforcer. Three other behaviors were trained using the two cues contingent on their occurrence.

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Isernia, Lindsay Taylor. "Impact of Training Method on Behavioral, Physiological, and Relationship Measures in Horses." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/101781.

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With a rise in concern for animal welfare, the equine world has started using positive reinforcement (R+); as such, horses often experience a combination of negative reinforcement (R-) and R+. I compared the effects of R- to a combination of positive and negative reinforcement (R-/R+) training. Horses were trained to walk across two visually discriminable liverpools (striped, Experiment 1; colored water, Experiment 2), each associated with either R- or R-/R+, and training type alternating across six days. I measured highest training criteria reached, prevalence of undesirable behaviors, saliva

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Ferguson, Dawnery. "Loading the Problem Loader: The Effects of Target Training and Shaping on Trailer Loading Behavior of Horses in a Natural Setting." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2576/.

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The purpose of this study was to develop an effective method for trailer loading horses based on the principles of positive reinforcement. Target training and shaping were used to teach trailer loading behavior in a natural setting. Five AQHA mares were selected for this program. All five had been loaded before through the use of punishment. A two-horse trailer was used. Approximations to loading and inappropriate behaviors were the dependent variables. When intervention started the target was moved to various locations inside the trailer. Subjects started training on the left side of the trai

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FRANKLIN, EMILY GRACE. "THE TRAINING OF NONHUMAN PRIMATES WITH POLE AND COLLAR FOR CHAIR WORK USING POSITIVE REINFORCEMENT." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612942.

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Nonhuman primates are used in laboratory research to advance our knowledge of behavior, disease, aging, memory, cerebral processes and much more. Research with primates may require physical restraint that allows the animal and handlers to safely perform specific tasks. Often, this means temporary restraint in a primate chair. In order to move a NHP between their home cage and a primate chair the pole and collar method is commonly used. A procedure in which a collar, often aluminum, is placed on the monkey and can be attached to a primate pole grasped by the handler. This allows controlled move

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Jones, Lindsey. "A parent training program combining discrete trial training and incidental teaching in the home environment." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003113.

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Bowell, Verity A. "Improving the welfare of laboratory-housed primates through the use of positive reinforcement training : practicalities of implementation." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3442.

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Whilst there has been a recent increase in interest in using positive reinforcement training for laboratory-housed primates, there remains a reluctance to put into practice training programmes. Much of this reticence seems to stem from lack of expertise in the running of training programmes, and a perception that training requires a large time investment, with concurrent staff costs. The aim of this thesis was to provide practical recommendations for the use of training programmes in laboratories, providing primate users and carestaff with background information needed to successfully implemen

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Haines, Linda S. "Training children's Sunday School teachers in positive reinforcement and extinction techniques to improve classroom behavior at the First Baptist Church of Macclenny, Florida." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Alves, Sara Margarida Farinha. "Treino de animais de zoo para procedimentos médicos." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/18011.

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O estágio curricular a que se refere o presente relatório, decorreu entre os dias 15 de setembro de 2014 e 15 de março de 2015 no Zoo da Maia. Este encontra-se dividido em duas partes: uma primeira que se refere à casuística observada durante os seis meses de estágios, e uma segunda parte composta por uma monografia sobre o tema “Treino de animais de Zoo para procedimentos médicos”, seguido da apresentação e discussão de um caso clínico sobre queratite num leão marinho. O treino animal é uma área com cada vez mais importância na área de medicina de animais silváticos, e a sua aplicação facilit

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McKinley, Jean. "Training in a laboratory environment : methods, effectiveness and welfare implications for two species of primate." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/23412.

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The use of Positive Reinforcement Training (PRT) for co-operation during routine husbandry and laboratory procedures is widely advocated as a means of promoting the welfare of nonhuman primates. However, while research originating in US zoos provide qualitative descriptions of how PRT may be used in the training of a wide variety of species, quantitative data and evidence to support the view that PRT reduces stress predominately comes from laboratory studies of primates whose training may have used other methods. Despite official guidelines, training is rarely carried out in the UK and the edu

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Books on the topic "Positive reinforcement training"

1

Clicker fun: Dog tricks and games using positive reinforcement. Howln Moon Press, 1998.

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Positive reinforcement: Training a dog in the real world. T.F.H., 2001.

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Kay, Larry. Training The Best Dog Ever A 5week Program Using The Power Of Positive Reinforcement. Workman Publishing, 2012.

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Lavay, Barry Wayne. Positive behavior management in physical activity settings. Human Kinetics, 2015.

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W, French Ronald, Henderson Hester, and Lavay Barry Wayne, eds. Positive behavior management in physical activity settings. 2nd ed. Human Kinetics, 2006.

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W, French Ronald, and Henderson Hester, eds. Positive behavior management strategies for physical educators. Human Kinetics, 1997.

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Prescott, Mark J. Training Nonhuman Primates Using Positive Reinforcement Techniques. Psychology Press, 2016. http://dx.doi.org/10.4324/9780203764558.

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Animal Training: Successful Animal Management Through Positive Reinforcement. Shedd Aquarium Society, 1999.

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James, Hertha. Training a Horse to Harness Using Positive Reinforcement. Independently Published, 2020.

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(Foreword), Jack Hanna, Denise DeWitt & Kim Nguyen Ph.D. (Editor), and Gary Bennett (Illustrator), eds. Zoomility: Keeper Tales of Training with Positive Reinforcement. iReinforce.com, 2007.

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Book chapters on the topic "Positive reinforcement training"

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Graham, Melanie L. "Positive Reinforcement Training and Research." In Handbook of Primate Behavioral Management. CRC Press, 2017. http://dx.doi.org/10.1201/9781315120652-12.

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Magden, Elizabeth R. "Positive Reinforcement Training and Health Care." In Handbook of Primate Behavioral Management. CRC Press, 2017. http://dx.doi.org/10.1201/9781315120652-13.

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Roozen, Hendrik G., Robert J. Meyers, and Jane Ellen Smith. "CRAFT-procedure 5: Het geven en inhouden (time-out) van positieve bekrachtiging (IP)." In Community Reinforcement and Family Training (CRAFT). Bohn Stafleu van Loghum, 2015. http://dx.doi.org/10.1007/978-90-368-1032-6_5.

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Kazdin, Alan E., and Alan E. Kazdin. "Positive Reinforcement." In Parent Management Training. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195386004.003.0012.

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Helbig, Kate A., Sarah J. Wright, James R. Derieux, Stefanie R. Schrieber, and Keith C. Radley. "Behavioral Interventions." In Handbook of Behavioral Interventions in Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190843229.003.0002.

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Behavior does not occur in a vacuum—there are many environmental factors and events that contribute to the occurrence of behavior. When developing an intervention to address the behavior of students, it is critical to first consider the events in close temporal proximity to the behavior of interest. In this chapter, the authors discuss antecedent-behavior-consequent relations and how to effectively modify behavior in one of three ways: manipulating antecedents to behavior, altering the consequences of a behavior, and teaching replacement or alternative forms of the behavior. Further, the chapter provides a review of principles of operant conditioning: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Finally, the chapter provides an overview of key instructional strategies, such as imitation training, chaining, and shaping.

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Mong, Sherry N. "On-the-Job Training." In Taking Care of Our Own. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501751448.003.0003.

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This chapter talks about the different teaching strategies nurses employ to train caregivers, and the different ways in which caregivers learn in training. Nurses develop strategies based on caregivers' and care recipients' readiness and different levels of knowledge. One of the first things they report doing when making initial contact is to find out what the expectations are, and manage them. Another strategy nurses say they use, especially if someone is hesitant or has anxiety, is to give emotional reassurance, including “lots of praise,” positive reinforcement, and encouragement. In terms of hands-on work, all nurses state that the general process is to demonstrate to the caregiver and/or care recipient exactly what they are going to do, allow them to watch and ask questions, and then observe a return demonstration. It is evident that there is a great deal of variability in how home health nurses convey information. While some of this may be due to agency policies or norms, nurses have different teaching philosophies and styles and are often given much leeway as to how they transmit information. The fragmented nature of the system means that caregivers may experience vast differences in communication processes and in the training they receive. The chapter discusses how caregivers train in three different conditions: caregivers who received prolonged training in rehabilitation facilities and hospitals, caregivers who received some training in hospitals, and caregivers who received little or no training in hospitals.

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Oyserman, Daphna. "School-to-Jobs Implementation Manual: Including Fidelity and Outcome Measures." In Pathways to Success Through Identity-Based Motivation. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780195341461.003.0007.

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Greet participants as they enter and take attendance in a notebook—noting if on time, late, or absent. This ensures that you will quickly learn all participants’ names. Knowing names allows you to refer to participants by name, which is very positively reinforcing and increases engagement. If you need help learning names, photograph participants in Session 1; make photo nametags with names large enough for you to read and have participants pick them up at the beginning of each session (and leave them behind). Repeat names each time a person participates. This enormously increases engagement. Pay attention to the flow so that time will be adequate. Stick to the session theme by eliciting discussion focused on theme and weaving focus back to theme. This is not counseling or therapy. Do not delve deeply into a student’s life, problems, or issues. Do not go off on tangents about other information. This is not career counseling or academic guidance. Positively reinforce both speakers and listeners. Positive reinforcement is task oriented. It is specific and helps participants behave in ways that will help them stay in school. Positive reinforcement is not simply saying “good” or “great job!” or “interesting comment.” Positive reinforcement is specific; this means saying what was good or interesting about the job or comment. Examples would be (Session 1) “That was a good introduction; you gave a skill John has to succeed in next year in school.” Or (Session 10) “Great! Your group came up with questions instead of jumping right in with a solution.” Use the outline agenda as a structure guide for participants. Hang the agenda prior to the start of each session. Bring newsprint and writing material to each training session. Write participant responses on newsprint so their work in the session is visible. The newsprint serves to structure the flow and highlight themes. Responses that focus on themes relevant to the session should be organized physically on the page by placing content about a theme together without labeling and later labeling each theme as part of the connecting discussion.

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Davis, Brett, Steven C. Dufour, Jessica A. Janos, and Louisa G. Sylvia. "Behavioral Activation for Depression." In Depression, edited by Steven D. Hollon. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190929565.003.0017.

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Behavioral activation (BA) is an empirically based psychotherapy for depression that improves symptoms by increasing a client’s contact with sources of positive reinforcement by making behavioral changes. Core aspects of BA approaches include performance and monitoring of scheduled activities that are selected based on a client’s values or specific depressive behaviors. To address individual and environmental barriers to activation, many BA treatment manuals also include additional components such as mindfulness techniques, social skills training, and contingency management strategies. Evidence supports the effectiveness of BA for treating depression, and researchers have found it to be as effective as many standard treatments for depression, including pharmacotherapy, cognitive therapy, and cognitive–behavioral therapy. Future directions are discussed, such as the application of BA to special populations and settings, including for groups, remote delivery, and specific subpopulations.

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Reijonen, Pekka, and Jukka Heikkila. "The Planned and Materialized Implementation of an Information System." In Cases on Information Technology Series. IGI Global, 1999. http://dx.doi.org/10.4018/978-1-878289-56-8.ch005.

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The object of this case study is a marketing and sales information system in two local offices of a regional telephone company. A unified, advanced client/server system was needed due to the merging of three companies into a bigger regional company, keener competition, and the growing complexity of the services provided. The system is tailor-made to meet the needs of the industry and it was developed by a software vendor in close cooperation with the nation-wide alliance of regional telephone companies. This study illustrates the difficulties in simultaneously aligning an organization and implementing a new information system. Views on the skills and competence needed in using the system vary, and lead to the negligence of education and training. The consequent lack of skills and knowledge of some users, especially of those not using the system regularly, create profound problems in the whole work process and in productivity as the first, obvious work practices become the dominant mode of operation bypassing the desired integrated workflow. The findings are discussed and reflected to concepts of institutionalization, positive reinforcement, and productivity paradox. This case emphasizes the importance of the organizational implementation and adaptation process which ought to begin after the implementation of the technical system.

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Conference papers on the topic "Positive reinforcement training"

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Reinschluessel, Anke V., and Regan L. Mandryk. "Using Positive or Negative Reinforcement in Neurofeedback Games for Training Self-Regulation." In CHI PLAY '16: The annual symposium on Computer-Human Interaction in Play. ACM, 2016. http://dx.doi.org/10.1145/2967934.2968085.

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Mohammadi, Hesam Sakian, Erfan Pirbabaei, Milad Jafari Sisi, and Yoones A. Sekhavat. "ExerBrain: A Comparison of Positive and Negative Reinforcement in Attention Training Using BCI based Computer Games." In 2018 2nd National and 1st International Digital Games Research Conference: Trends, Technologies, and Applications (DGRC). IEEE, 2018. http://dx.doi.org/10.1109/dgrc.2018.8712048.

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Yu, Yingwei, Wei Chen, Qiuhua Liu, Minh Chau, Velizar Vesselinov, and Richard Meehan. "Training an Automated Directional Drilling Agent with Deep Reinforcement Learning in a Simulated Environment." In SPE/IADC International Drilling Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/204105-ms.

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Abstract Drilling a directional well becomes an essential process in the oil and gas industry to ensure better reservoir exposure and less wellbore collision risk. In the high-volume drilling market, cost-effective mud motors are dominant. The motor is capable of delivering the desired well curvature by switching between rotating and sliding operations. Therefore, to follow a predefined well trajectory, it is a critical mission to determine the optimal operation control sequence of the motor. In this paper, a method of training an automatic agent for motor directional drilling using the deep r

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Liao, Haiguang, Qingyi Dong, Xuliang Dong, et al. "Attention Routing: Track-Assignment Detailed Routing Using Attention-Based Reinforcement Learning." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22219.

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Abstract In the physical design of integrated circuits, global and detailed routing are critical stages involving the determination of the interconnected paths of each net on a circuit while satisfying the design constraints. Existing actual routers as well as routability predictors either have to resort to expensive approaches that lead to high computational times, or use heuristics that do not generalize well. Even though new, learning-based routing methods have been proposed to address this need, requirements on labelled data and difficulties in addressing complex design rule constraints ha

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Wu, Yuechen, Zhenhuan Rao, Wei Zhang, Shijian Lu, Weizhi Lu, and Zheng-Jun Zha. "Exploring the Task Cooperation in Multi-goal Visual Navigation." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/86.

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Learning to adapt to a series of different goals in visual navigation is challenging. In this work, we present a model-embedded actor-critic architecture for the multi-goal visual navigation task. To enhance the task cooperation in multi-goal learning, we introduce two new designs to the reinforcement learning scheme: inverse dynamics model (InvDM) and multi-goal co-learning (MgCl). Specifically, InvDM is proposed to capture the navigation-relevant association between state and goal, and provide additional training signals to relieve the sparse reward issue. MgCl aims at improving the sample e

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Dewantara, Bayu Putra, Bhisma Murti, and Vitri Widyaningsih. "Factors Affecting the Use of Personal Protective Equipment among Workers at A Plywood Plants, in Lumajang, East Java: Application of Health Belief Model and Social Cognitive Theory." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.50.

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Background: By products of wood processing such as wood dust and noise are well known with respect to occupational health effects in workers at plywood plants. Previous studies suggested that workers in sawmills, plywood/particle board factories, and veneer plants are at risk of developing allergenic disorders, lung disease, and cancer. Employers have duties concerning the provision and use of personal protective equipment (PPE) at work. PPE is equipment that will protect the user against the risk of accidents or of adverse effects on health. This study aimed to investigate factors affecting t

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Reports on the topic "Positive reinforcement training"

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Kaiser, Adrianne R., Anna K. Johnson, Jason W. Ross, Joshua T. Selsby, and Kenneth J. Stalder. Independent Study 490A: Positive Reinforcement Training Piglets to Stand in a Container and Follow a Human. Iowa State University, 2014. http://dx.doi.org/10.31274/ans_air-180814-1198.

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Shaffer, McKenzie, Meredith Puls, Nikki S. Ferwerda, and Anna K. Johnson. AnS 490-A: The Use of Positive Reinforcement Training for a Filly to Accept Husbandry Practices. Iowa State University, 2016. http://dx.doi.org/10.31274/ans_air-180814-254.

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