], [>]
Psychology Kingdom, Wofford College, [>]–[>]
Public School [>] (Brooklyn, New York), Chaser’s demonstration at, [>]–[>], [>]–[>]
puppies
allowing to be puppies, [>]–[>], [>]
associating words with actions, [>]
bonding periods, [>]–[>]
purple martins, [>]
racquetballs, Chaser’s love for, [>], [>], [>], [>], [>], [>]
Radeka, Joyce, [>]–[>]
rats, [>], [>]
reflex, instinct vs., [>]
Reid, Alliston, [>], [>], [>]–[>], [>], [>]–[>], [>], [>], [>], [>], [>]–[>], [>], [>]–[>]
releasing stimuli, in instinct, [>]
response time, decreasing, [>]–[>]
rewards. See positive reinforcement
Rico (Border collie)
criticisms of published study about, [>]–[>], [>]–[>], [>]–[>]
language-learning ability, [>]–[>]
learning by exclusion, [>]
vocabulary, [>], [>]
Wade’s comparison of Chaser to, [>]
Rock (Border collie), [>]–[>]
Rogers, Roy, [>]
rote learning
creative learning vs., [>], [>]
Roy (Border collie), [>], [>]–[>], [>]
Rudy (Australian shepherd), [>]
“run” command, [>]
Sawyer, Diane, [>]–[>], [>], [>], [>]–[>]
Scarlato, Mrs., [>], [>]
Science journal, [>]–[>], [>]–[>], [>], [>], [>]
“Science Times” (New York Times), [>]–[>]
semantics
Chaser’s understanding of, [>]–[>], [>]–[>]
defined, [>]
example, [>]
learning of by toddlers, [>]
See also syntax
“shake it” command, [>]
shaping by successive approximations, [>]–[>], [>]
sheep, Border collies’ methods of controlling, [>]
sheepdog trials, [>]
sheep farmers, shepherds
practical knowledge of Border collies, [>]–[>], [>]–[>], [>], [>], [>]
training approach, [>]–[>], [>]
shelter dogs, [>]
Siberian huskies, [>]–[>]
Sirrah (Border collie), [>]–[>]
“Sit. Stay. Parse. Good Girl!: Dog Might Provide Clues on How Language Is Acquired” (Wade), [>]–[>]
Skinner, B. F., Skinner boxes, [>]. See also operant learning/conditioning
Sky (Australian shepherd mix), [>]–[>]
Snowflake (albino gorilla), [>]–[>]
“Snowflake: The White Gorilla,” [>]–[>]
social intelligence, in dogs and other animals
and changing views among scientists, [>]–[>]
Chaser’s, [>], [>], [>]–[>], [>], [>]
Darwin’s recognition of, [>]
and language learning, [>], [>]–[>], [>]
as result of evolution, [>]
Yasha’s, [>]
social relationship, interspecies, [>], [>], [>]
Society for the Quantitative Analysis of Behavior (SQAB), [>], [>]
Spanish syntax, [>]
Spirit (Siberian husky), [>]–[>]
Staddon, John, [>]–[>]
on Border collies’ learning abilities, [>]–[>]
on creative learning environments, [>]–[>], [>]–[>]
“Did Skinner Miss the Point About Teaching?,” [>]–[>]
role of inference in animal learning, [>]–[>], [>]
stepping game, [>]–[>]
stickleback fish mating behaviors, [>]–[>]
stimulus control, [>]
Sullivan, Anne, [>], [>]
syntax
Chaser’s learning process, [>]–[>], [>]–[>], [>]–[>], [>]–[>]
defined, [>]
example, [>]
learning of by toddlers, [>]
in the Spanish language, [>]
See also semantics
“take ball to Frisbee” command, [>]
“take it” command, [>]
“take toy” command, [>], [>]–[>]
Tang Soo Do (tae kwon do), [>]–[>]
Tapper, Mrs., [>]–[>], [>], [>]
television appearances/demonstrations, [>]–[>], [>], [>]–[>], [>]–[>], [>]–[>], [>]–[>]
tennis balls, naming, [>]
Tess (Border collie), [>]–[>]
testing
testing Chaser’s language skills
[>]-of-[>] test, [>]–[>]
[>]-of-[>] test, [>]–[>]
[>]-of-[>] test, [>]–[>]
and baseline preference for novelty, [>]–[>], [>]–[>]
combinatorial understanding, [>]–[>]
double-blind experiments, [>], [>], [>], [>], [>], [>]–[>]
error rate, [>]
experimental procedures, [>], [>], [>], [>]–[>]
imitation learning, [>]–[>]
independent testing, [>]–[>], [>]–[>]
performance trials, [>]–[>]
response times, [>]–[>]
retention tests, [>], [>], [>]
statistical analyses, [>]–[>], [>]–[>]
“there” command, [>]
“this is” statement, [>]
three-element sentences
challenges teaching, [>]
teaching Chaser to recognize, [>], [>]–[>]
testing Chaser’s understanding, [>]–[>]
Timber (Siberian husky), [>], [>], [>], [>]–[>]
“time out” command, [>]
Tinbergen, Nikolaas, [>]–[>]
Tindel, Nora, [>]
Today show (NBC), [>], [>]–[>], [>]
toddlers, young children
Chaser’s enjoyment of play with, [>]
language development in, [>], [>], [>]
language learning, comparison with dogs, [>]
learning of syntax and semantics, [>]
understanding word categories, [>]
tone of voice
Border collie sensitivity to, [>]–[>], [>], [>]
Chaser’s sensitivity to, [>], [>], [>], [>]–[>], [>]
quiet, calm, importance of when training, [>]–[>], [>]–[>]
and teaching three-element sentences, [>]
as trigger for animal response, [>]
when making corrections, [>]
toys, [>]–[>]
chasing, vs. chasing cars, [>]–[>]
distinguishing from “no toy,” [>]–[>]
names of, [>]–[>]
naming, [>], [>]–[>]
as surrogate sheep, [>], [>], [>]
training
advanced, using surprises, [>]–[>]
approaching for the first time, [>]
associating words with actions, [>]
common commands, [>]
daily, including exercise and play with, [>]–[>]
holding and naming objects, [>]
intensive, as basis for Chaser’s achievements, [>], [>], [>]
trial-and-error inference, [>]
using dogs’ natural instincts during, [>]–[>]
See also creative learning; play sessions during training
trial-and-error inference, [>]
Trixie (collie mix), [>]
[>]-of-[>] test, [>]–[>]
two-element phrases, Chaser’s ability to understand, [>]–[>], [>], [>], [>]
Type [>] vs. Type [>] errors, [>]
Tyson, Neil deGrasse, [>], [>]–[>], [>], [>]–[>], [>]–[>]
Udell, Monique, [>], [>]–[>]
USA Today, Jayson’s article in, [>]–[>], [>], [>]–[>]
video evidence, [>]
Vieira, Meredith, [>], [>]
von Osten, Wilhelm, [>]
Wade, Nicholas, [>]–[>], [>]
Washington, D.C., visit to, [>]–[>], [>]–[>]
Washoe (chimpanzee), [>]
“way to me” command, [>], [>]
West, Wayne, [>], [>], [>], [>], [>]–[>], [>], [>]–[>], [>], [>
], [>], [>], [>], [>]
“Who’s a VERY Clever Doggy!” (Witheridge), [>]
Witheridge, Annette, [>]
Wofford College, Spartanburg, South Carolina, [>], [>]–[>], [>]–[>], [>], [>]–[>], [>]–[>], [>], [>], [>], [>]–[>], [>], [>], [>]–[>]
wolves, sensitivity to human gaze, [>]
“Word Learning in a Domestic Dog” (Kaminski, Cal and Fischer), [>]–[>]
words, learning. See language learning
“world’s smartest dog,” [>]–[>], [>]
Wynne, Clive, [>], [>], [>]–[>], [>]
Yasha (Border collie–German shepherd mix), [>]–[>], [>], [>]
early efforts to teach names of objects, [>], [>]
enjoyment of swimming and canoe trips, [>]–[>]
as experimental subject and teaching assistant, [>]–[>], [>]–[>]
friendliness, [>], [>]
as a “hard” dog, [>]
herding drive, [>]
impatience, [>]
learning of obedience behaviors, [>]
love for body surfing, [>]
love for Frisbee playing, [>]–[>]
memory skills, [>]
naming of, [>], [>]
social intelligence, [>]
teaching new behaviors, [>]–[>], [>], [>]
Ya-Yas, the, [>]–[>], [>], [>]
“yes,” variable use of, [>]
YouTube, Chaser video on, [>], [>]
About the Author
JOHN W. PILLEY is an emeritus professor of psychology at Wofford College. Chaser has been a member of his family since 2004, and he has published the findings from their work in the journals Behavioural Processes and Learning and Motivation. He is an avid whitewater kayaker and windsurfer, and when he isn’t working with Chaser, he goes on daylong outings to water parks and hikes with former Wofford graduates. He and his wife, Sally, live with Chaser in Spartanburg, South Carolina.
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