]–[>], [>], [>]–[>]
as dangerous behavior, [>]
as instinctive behavior, [>], [>]
children. See toddlers, young children
chimpanzees, [>]
circus dogs, training methods, [>]–[>]
classical conditioning, [>]–[>]
“clean up” command, [>]–[>], [>]
Clever Hans effect
addressing in study design, [>], [>], [>]–[>]
avoidance of, by Rico researchers, [>]
as involuntary cuing, [>]
and the original Clever Hans, [>]
closed-ended learning/teaching approaches, [>]
Coffey, Eddie, [>]
cognitive potential. See learning potential, Chaser’s
“Collie Demonstrates Referential Understanding” (Pilley and Reid), [>]–[>]. See also “Border Collie Comprehends Object Names as Verbal Referents”
combinatorial understanding, [>]–[>]
“come by” command, [>], [>]
“come” command, [>], [>]–[>]
“to” command, meaning of to Chaser, [>]–[>]
commands
basic, teaching early, [>]–[>]
dogs’ ignoring of, [>]–[>]
See also language learning; training
common nouns
Chaser’s understanding of, [>], [>], [>]–[>]
learning process, [>], [>]–[>], [>]–[>]
testing understanding of, [>]–[>]
Comparative Cognition Society, [>]
compassion. See empathy
complex behaviors, teaching, [>]
compliment-giving experiment, [>]
conditioning, classical, [>]–[>]. See also operant learning/conditioning
context
and dogs’ behaviors, [>], [>]
understanding of words in, [>], [>], [>], [>], [>], [>], [>], [>]
Coon cat, incident involving, [>]–[>], [>]–[>], [>]–[>]
Corbin, Laura, [>]
corrections, and tone of voice, [>], [>]
Cort, Julia, [>], [>]–[>], [>], [>]–[>]
Craig (Border collie), [>]–[>]
crate training, [>]
“crawl” command, [>]
creative learning
effectiveness as training approach, [>]–[>], [>]–[>], [>]–[>], [>]–[>]
and the importance of play, [>], [>], [>]–[>], [>]–[>], [>]–[>]
invented games, [>]–[>]
learning about learning from Chaser, [>]–[>]
ongoing role in Chaser’s training, [>]
and operant responses, [>], [>]
and play as a reward, [>]
rote learning vs., [>], [>]
See also play sessions during training
Daily Mail, Witheridge article about Chaser in, [>]
Darwin, Charles
on dogs’ capacity for empathy, [>]
on instinct, [>]
on social intelligence of dogs, [>], [>]
demonstrations, videotaped, at Wofford, [>]–[>]
Deputy Dawg, [>]–[>]
Descartes, René, views about animals, [>], [>], [>]
Dess, Nancy, [>]
“Did Skinner Miss the Point About Teaching?” (Staddon), [>]–[>]
Divine Secrets of the Ya-Ya Sisterhood, The, [>]
dogs, Chaser’s disinterest in, [>]–[>], [>], [>]
dogs, domestic
behavior of, as context-sensitive, [>], [>]
critical period for social development, [>]
eagerness for interaction/friendship with people (see also Chaser), [>], [>], [>], [>], [>], [>], [>], [>], [>], [>], [>]–[>], [>], [>], [>], [>]
innate intelligence and learning potential, [>], [>]
juvenile persona, [>]–[>]
mapping abilities, [>]
perceptual and cognitive abilities, [>]–[>]
respecting individuality of, [>]
sensitivity to human gaze, [>]
social intelligence, [>], [>], [>]–[>], [>]
socializing to other dogs, [>]–[>]
See also herding instinct
Don Juan (cat), [>]–[>]
Dorey, Nicole, [>]–[>]
double-blind experiments, [>], [>], [>], [>], [>], [>]–[>]
“do what I do” cues, [>]
“drink” command, [>]–[>], [>]
“drop” command, [>]
ducks, herding of, [>]
Duke University, Reid’s studies at, [>]
Dunlap, Bernie, [>]–[>]
early training/socializing activities, [>], [>]–[>]
[>]-of-[>] test, [>]–[>]
empathy
Chaser’s, toward John Pilley, [>]
nonhuman animal capacity for, [>], [>]–[>], [>], [>]
end behaviors, training from, [>]
errorless learning, [>], [>]
errors, Type [>] vs. Type [>], [>]
ethology, [>]
evolution, theory of, [>]
“Evolution of Imitation, The” (Huber, Miklósi, et al.), [>]
exclusion, learning words by, [>], [>], [>]–[>], [>]
eye contact, building in puppies, [>]–[>]
“eye” in Border collies, [>]–[>]
Fafner (golden retriever), [>]
farmers. See sheep farmers, shepherds
“fast fan” game, [>]–[>]
“fast mapping.” See learning by exclusion
“fetch” command, [>], [>]–[>]
“find” command, [>]
Fischer, Julia, [>]
fixed action patterns, in instinct, [>]
Flint Hill Farm, Spartanburg, [>], [>]. See also West, Wayne
“Flipflopper” (Frisbee toy), [>]–[>]
Fluffy (rescue collie), [>]
Frisbee, as a common noun, [>]
Frisbee play, [>]–[>]
“to Frisbee take ball” command, [>]
Gail (Border collie), [>]–[>], [>]–[>]
game-playing, creativity
finding games, [>]
as form of sociability, [>], [>]
herding games, [>]
invented games, [>], [>]–[>], [>], [>]–[>]
keep-away game, [>]–[>], [>], [>], [>]
during Tang Soo Do (tae kwon do) exercises, [>]
in varied animal species, [>]–[>]
when playing with children, [>]–[>]
See also creative learning; play sessions during training
Genius of Dogs, The (Hare and Woods), [>]–[>]
Gibson, Allyson, [>]–[>], [>]–[>], [>]–[>]
Google, references to Chaser on, [>]
“go out” command, [>], [>]
grammar
dolphin understanding of, [>], [>]
and inference, [>]
three element sentences, [>], [>], [>]–[>], [>]
two-element sentences, [>]–[>], [>]
See also language learning; semantics; syntax
Grendel, in Beowulf, [>]
Griggs, Jessica, [>]–[>]
Grindle (German shepherd), [>], [>]–[>], [>], [>], [>], [>]
Hare, Brian, [>]–[>], [>], [>]
Harris, Chris, [>]
Heifetz, Jascha, [>]
herding
Chaser’s love for, [>], [>]–[>], [>]–[>], [>]
and Chaser’s relationship to toys, [>], [>]
herding commands, [>]
Johnson’s herding lessons, [>]–[>]
herding instinct
in Border collies, [>], [>], [>]–[>]
and Border collies’ ability to identify sheep by name, [>]
and chasing behaviors, [>]
herding lessons, [>]–[>]
“here” command, [>]
Herman, Louis, [>]–[>]
Hodges, Frank, [>]–[>]
Hogg, James, [>]–[>], [>]–[>]
Hollowell, Gervais, [>]
Holly (miniature schnauzer), [>]
“honest” vs. “dishonest” dogs, [>]
“hoop” command, [>]
&
nbsp; Horowitz, Alexandra, [>], [>]
housebreaking
and early accidents, [>]
mother dogs’ natural methods for, [>]
reinforcing, [>], [>]
“How Smart Are Animals” feature (Nova scienceNow), [>], [>], [>]–[>]
Huber, Ludwig, [>]
human-dog relationship. See dogs, domestic
human subjects
applying classical and operant conditioning to, [>]
imagination, and learning, [>], [>]. See also play sessions during training
imitation, learning by
animal capacity for, debates about, [>]
developing Chaser’s capacity for, [>], [>], [>]–[>], [>]–[>]
growing recognition/study of, [>]–[>]
mental inference and, [>]
inference
dogs’ capacity for, [>]–[>]
grammar, [>]
and learning by imitation, [>]
and match-to-sample activities, [>]
role in animal learning, [>], [>]
Inside of a Dog (Horowitz), [>]
instinctive drift, [>]–[>]
instincts, instinctual behaviors
fixed action patterns and releasing stimuli, [>]
power of, [>]–[>]
reflex vs., [>]
utilizing when training, [>], [>]–[>]
See also herding instinct
intensive training, role in Chaser’s success, [>], [>]–[>], [>], [>], [>]
International Journal of Psychology, Staddon article on rote and creative learning, [>]
interspecies social relationship between dogs and people, [>], [>], [>]. See also dogs, domestic, eagerness for interaction/friendship with people
intuitive learning, [>]
involuntary cuing, [>]. See also Clever Hans effect
Jayson, Sharon, [>]–[>], [>], [>]–[>]
Jeb (Miss Lillian’s dog), [>]
Johnson, David, [>], [>]–[>], [>], [>]
approach to raising dogs, [>]–[>]
on the Border collie “eye,” [>]
on Border collies’ dedication to work and devotion to shepherd, [>]–[>], [>]–[>]
on Border collies’ problem-solving skills, [>]–[>]
on empathy and compassion in dogs, [>]–[>]
on “honest” vs. “dishonest” dogs, [>]
on importance of praise when training, [>]–[>]
on reasoning ability of dogs, [>]–[>]
Kaminski, Juliane, [>], [>]
research into dogs’ and other animals’ perceptual and cognitive abilities, [>], [>]
response to Bloom’s critique of Rico study, [>]
“Word Learning in a Domestic Dog” article, [>]
work with match-to-sample, [>]
See also Rico (Border collie)
Kanzi (bonobo), [>]
Kate (Border collie), [>]–[>]
kayaking trips, [>], [>]
keep-away game, [>]–[>]
Keller, Helen, [>], [>]
Kimmel, Jimmy, [>]–[>]
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, [>]–[>], [>], [>], [>]. Se
e 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, [>]
psychology classes, John Pilley’s, [>
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