Chaser
Page 30
Korin, George, [>]
language learning
and associating words with objects or actions, [>], [>], [>], [>], [>], [>]
following brain injury in early childhood, [>]
in human children, [>], [>], [>]
and learning to generalize/categorize, [>]–[>]
and moving beyond mutual exclusivity assumptions, [>]
in nonhuman animals, [>]–[>], [>], [>]–[>], [>], [>]–[>], [>], [>]
rate and retention, [>], [>], [>], [>]
referential and combinatorial understanding, [>], [>]
rehearsing/practicing, [>]
as a social activity, [>], [>]–[>], [>]–[>]
and understanding categories, [>]
and understanding proper nouns, names, [>]–[>]
and understanding syntax and semantics, [>]–[>], [>]
See also common nouns; proper noun names; operant learning; play sessions; training
Lassiter, Jason, Chaser’s games with, [>]–[>]
Lassiter, Theresa, [>]–[>], [>]–[>]
latency, decrease in with practice, [>]–[>]
Lauer, Matt, [>], [>], [>]
Learning and Motivation journal, [>]
learning by association, [>]
learning by exclusion, [>], [>]–[>]
learning by imitation, [>], [>], [>], [>]–[>]
learning by listening, [>]–[>]
learning by shaping, [>]
learning potential, Chaser’s, [>], [>], [>], [>], [>]–[>], [>]
Lefebvre, John, [>]–[>]
Letterman, David, [>]
listening ability
in Border collies, [>], [>], [>]
and learning ability, [>], [>]
and learning by overhearing, [>]–[>]
Lobster King parable, [>]
long-term memory
combining with working memory, [>]
for proper names, [>]–[>], [>]
testing, [>]–[>]
time needed to store new words in, [>]
Lynn (friend), [>]–[>]
many-to-one word mapping skills, [>]–[>]
Marge (friend), [>]
Markman, Ellen, [>], [>]–[>], [>]
match to sample
challenges inherent in, [>]–[>], [>]
mental inference and, [>]
testing Chaser’s capacity for, [>], [>]–[>]
mating behaviors of stickleback fish, instinctive, [>]–[>]
Maud (Border collie), [>]–[>], [>]
Max Planck Institute for Evolutional Anthropology, [>]–[>], [>], [>]. See also Rico (Border collie)
McFee, Rice, [>]
Micke, Sebastien, [>]
Miklósi, Ádám, [>]–[>], [>]
Miss Lillian (family member), devotion of dog, [>]
Miss Lucy (friend), [>]
Molly (cat), [>]
Montessori, Maria, [>]
mother dogs, disciplinary approach of, [>]–[>]
motivation, and unpredictable rewards, [>]–[>]
mutual exclusivity concept, [>]
names of objects, learning. See proper noun names
naming Chaser, [>], [>]–[>]
Nanny, [>]. See also Pilley, Sally
Nantahala Outdoor Center, North Carolina, [>], [>]
National Examiner, Chaser on cover of, [>], [>]–[>]
Nature, “Snowflake: The White Gorilla,” [>]–[>]
negative reinforcement
and boundary setting, [>]
for decreasing unwanted behaviors, [>], [>]
and individual personalities, [>]
punishment vs., [>]
negative words, limiting in training dogs, [>]
New Scientist online magazine, “Border Collie Takes Record for Biggest Vocabulary,” [>], [>]–[>]
newspaper articles about Chaser, [>], [>]–[>], [>]–[>]
New York City, visits to, [>]–[>], [>]–[>]. See also television appearances
New York Times, Wade’s article about Chaser in, [>]–[>], [>]
Nick/Nickey (Border collie), [>]–[>], [>], [>]
Nigro, Marie, [>]–[>]
“No!” command, [>], [>]–[>], [>]
nonreinforcement, long-term value of, [>]–[>]
“nose” command, [>]
Nova scienceNow, “How Smart Are Dogs” segment, [>], [>]–[>], [>], [>]–[>]
novelty, baseline preference for, eliminating as source of error in learning by exclusion trials, [>]–[>], [>]–[>]
obedience training, basic
“hard” vs. soft” dogs, [>]
importance of, [>]–[>], [>]
Yasha’s ability to learn, [>]
Old Tweed (Border collie), [>]
O’Mahony, Olivier, [>]
“one, two, three, take!” command, [>]
[>]-of-[>] test, [>]–[>]
one-to-many word mapping, [>]–[>]
operant learning/conditioning, [>]–[>], [>], [>], [>]. See also creative learning
“out” command, [>]–[>]
Paris Match, O’Mahony’s interview in, [>]
Pat (Border collie), [>]
Pavlov, Ivan, Pavlovian response, [>]
“paw” command, [>]
petting. See positive reinforcement
Pfungst, Oskar, [>]
Phoenix (bottlenose dolphin), [>], [>]
phonological loops, [>]–[>]
pigeons, [>], [>]
Pilley, Debbie, [>], [>], [>], [>], [>]–[>], [>]–[>], [>]–[>], [>], [>]–[>], [>]–[>], [>], [>]. See also Bianchi, Aidan; Bianchi, Jay
Pilley, Robin, [>], [>], [>], [>]–[>], [>]–[>], [>]–[>], [>], [>], [>]
Pilley, Sally, [>], [>], [>], [>]–[>], [>], [>], [>], [>], [>], [>], [>], [>], [>]–[>], [>], [>], [>], [>], [>]–[>], [>]–[>], [>], [>], [>]–[>]
Pittman, Dave, [>]–[>]
play, among dogs
and the interchanging of roles, [>]
as tool for healing, [>]–[>]
play sessions during training
ending a session, [>]
enhancement of dog-human relationship through, [>]
expanding complexity of, [>]–[>]
Frisbee play, [>]–[>]
importance of, for puppies, [>]
and the learning of new words, [>]–[>]
and play as reward, [>]–[>], [>], [>], [>]–[>]
play based on herding, [>]–[>]
reinforcing learning during, [>]–[>]
role reversals, [>]
and using innate playfulness, [>], [>]–[>]
See also creative learning; herding, Chaser’s love for; positive reinforcement
Pop-Pop, [>]
positive reinforcement
and Chaser’s eagerness to please, [>]–[>], [>], [>], [>], [>], [>]–[>]
food rewards, treats, [>], [>], [>], [>], [>], [>]
layering over negative experiences, [>], [>]
praise and petting, [>]–[>], [>], [>], [>], [>], [>]
as two-way street, [>]
use of to stop smoking, [>]
using unpredictable rewards, [>]–[>]
value of when training, [>], [>], [>], [>]
See also creative learning; play sessions
possessive instinct, [>]–[>]
praise. See positive reinforcement
problem-solving skills in Border collies, [>]–[>]
proper noun names
Chaser’s learning process, [>]–[>], [>]–[>], [>]–[>], [>], [>]–[>], [>]
common nouns vs., [>]
testing/demonstrating Chaser’s knowledge of, [>]–[>], [>]–[>], [>]–[>], [>]
distinguishing from commands, [>]
learning process, [>], [>]–[>], [>]–[>], [>]–[>]
match-to-sample approach, [>]–[>], [>], [>]–[>]
teaching dogs, early failures, [>], [>]
See also television appearances; testing
psychology
John Pilley’s decision to study, [>]
psycholo
gy classes, John Pilley’s, [>], [>]
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), [>]–[>