Is positive reinforcement training the best training approach for bitless riders? The answer is yes, but to discover why this is the case, delving a little deeper is necessary. Over the last years, psychologists, and more recently neuroscientists, have advanced our understanding of how all animals learn. Horses and humans are no exception to this relatively new science. Meanwhile, a scientific approach to studying learning started to yield a language and a set of rules that can be used and understood in the same way by everybody working on learning.
Plus tard. Read this free article to learn about 10 important winter horse care tips. Poling, P. Is positive reinforcement training the best training approach for bitless riders? What does the science tell us about how horses learn? The scientific discoveries of the 20 th century psychologists can help us achieve this. BBB Business Profiles generally cover a three-year reporting period. Meanwhile, a scientific approach to studying learning started to yield a language and a set of rules that Positively riding be used and understood in the same way by everybody working on learning.
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Is positive reinforcement training the best training approach for bitless riders? The answer is yes, but to discover why this is the case, delving a little deeper is necessary.
Over the last years, psychologists, and more recently neuroscientists, have advanced our understanding of how all animals learn. Horses and humans are no exception to this relatively new science.
Meanwhile, a scientific approach to studying learning started to yield a language and a set of rules that can be used and understood in the same way by everybody working on learning.
These discoveries apply to every single species from the tiny sea slug right up to the complexities of the human brain. This language and set of rules allowed scientists to conduct research on topics as diverse as treating human phobias, training rats to detect and report the presence of land mines Poling et al, , and teaching dogs to detect and report the distinctive odours of human illnesses. In many cultures, the horse was no longer an essential part of work and subsistence and started to become a leisure interest instead.
Horse training began to change from the often very refined, but ultimately coercion based approach to an almost philosophical reflection on human-animal relationships. The 21 st century approach to horse training now aims for a high welfare approach, conducting training in the best and most humane way possible.
The scientific discoveries of the 20 th century psychologists can help us achieve this. What this tells us is that given a choice of the different ways currently available to train a horse to be ridden, we should be opting for the one that is most attractive and least stressful to the horse, not the one that is the quickest and most straightforward for us as trainers.
If we can train ourselves to use this approach, the two can be combined. Currently, the traditional approach to horse training is the quickest and most straightforward for us to use purely because it is the one best known to most horse trainers, not because it is the one that causes least stress and most enjoyment for the horse as the learner.
What does the science tell us about how horses learn? Suppose we choose to look in more detail at the positive reinforcement training approach to see how we can use it with our horse: where should we begin? Rather than purchasing a clicker, getting a few slices of carrots and walking into the field with our horse, we need to step back and find out a bit about why this approach is going to help us.
To do that, we need to know exactly what and how our horse is going to learn, when we approach with the clicker and carrot. The science of learning tells us that horses and humans learn about their world through two simultaneously occurring processes: associative and non-associative learning.
Non-associative learning means that the animal changes their behaviour in response to a change in their environment. Associative learning means that the animal learns that two things or two events are linked, and the link either changes how the animal feels, or changes how the animal behaves or both!
Non-associative learning can be divided into habituation and sensitization Blumstein, A horse in a stable hears a car engine start outside — the first time, they may look to see what it is, but after it happens several times a day over a period of time, the horse will stop responding. This is the process by which horses learn to wear halters, headcollars and bridles — and the process by which humans learn to wear clothes, shoes and even dental braces. In contract, sensitization is the process where the horse and human learn that something is worth attending to or has meaning.
For example, a horse may have habituated to the feel of vibrating clippers running over its skin thanks to a careful process undertaken by their human trainer. However, one day the clippers accidentally pinch some skin and the horse flinches. Their nervous system is now on alert, gathering information about whether clippers are in fact worthy of a fear response and immediate flight. The horse startlesfearfully. Now they are even more tuned to seek out information that clippers are to be feared… and even small, seemingly inconsequential events the next time, and the time after will build up until the horse can no longer be clipped.
Humans go through the same process. Imagine feeling a slight tickle on the back of your hand. Then, one day, you look down to see a wasp has settled on the back of your hand and seconds later, it stings you.
After that, every tiny brush on your skin leads you to check fearfully for another wasp. Desensitization should be reserved for when things go wrong despite all our best intentions, because the link to a fear response can never be removed — all we can do is temporarily reduce the level of responding.
This leads on to the topic of associative learning: where an animal learns that two things or two events are linked. Both kinds of associative learning are critical if we want to be able to use a clicker to train our horse. The first is called classical conditioning , and the most familiar example for most of us is the scientist Pavlovand the dogs he trained to salivate in response to the sound of a bell.
In humans, the sound of crinkling foil is often a good signal to us that someone nearby is unwrapping a bar of chocolate, and the feelings we get when we hear that sound are similar to the feelings we have when we actually eat chocolate. All of this comes together when we move on to the final type of learning: operant conditioning. This is what has led to the development of the technique of clicker training. There are two types of change in behaviour. In training a horse, we have lots of situations where we want more of a behaviour or for a behaviour to happen faster.
An example would be change of gait: we want to the horse to respond promptly to our cue to trot, rather than maintaining a walk or only launching into trot after a few more strides of walk. At the same time, we want the horse to remain still when we cue them to stand, and not to walk off, fidget or walk backwards. There are two ways to reinforce a behaviour. The first way is to introduce something that the horse wants and likes, timing it to be available immediately after the behaviour we want to change.
We can also reinforce behaviour by taking something away or subtracting it. Using the add and subtract principles, we can also make a behaviour less likely to happen. So if stepping forward out of a square halt before being cued is always immediately followed by pressure from a bit on the bars of the mouth or on the tongue, the horse will be less likely to move out of a halt.
We can also reduce behaviour by subtraction: if allowing a headcollar to be put on immediately results in a horse being removed from grass, the behaviour of standing still to have a headcollar put on will become less likely in the future. One key feature of punishment is that, for a short while after it happens, it suppresses all behaviour to a greater or lesser extent — the horse is less likely to try doing anything.
With clicker training, we join together operant and classical conditioning. The sound of a clicker has no meaning to most horses, but using the principles of classical conditioning described above, we can associate the sound with the arrival of an appetitive , something pleasant that the horse likes and enjoys. The horse learns that when they hear the sound of a clicker, it will be quickly followed by food, so the sound takes on meaning and the horse has the same emotional response that they do to the appearance of food.
At the same time, by the process of association, the sound of the clicker actually slightly reinforces the behaviour. Just as with traditional horse training, using a clicker and positive reinforcement to train is something that starts on the ground: we teach the horse from the beginning of training that certain behaviours are desirable and will be rewarded.
The cues we trained, the places we did the training, the equipment we used — and our own presence — all become associated with the reinforcers we used Sankey et al, For most of us, the horse comes to us already at least partly trained, and this training has usually involved the skillful application and removal of aversives. If we simply add a click followed by a food reward when the horse responds correctly to a cue they learned in their past life through negative reinforcement , it can have an unpredictable effect on behaviour.
Next time you feel the tickle, do you respond with unmitigated joy, or with mild suspicion and slight concern? Conflict like this leads to humans and horses responding cautiously, rather than joyfully, to trained cues. So you can give a trot cue and find that the horse hesitates and then moves into a slightly bumpy trot rather than instantly and confidently responding to your cue.
Or that the horse allows their hoof to be lifted but quickly wants to pull it back. We can use. The only way forward is to resensitize — to make the cue sufficiently different and sufficiently unpleasant that the horse will respond.
Why would you choose not to gain something you like? Many riders who use bits believe they have a failsafe where a strong aversive can be applied using a metal bit to suppress an unwanted behaviour. The extent to which this is a well founded belief is debatable, given that horses will run through even the strongest aversive if they believe their life is in danger.
As bitless riders, however, we want to choose the least aversive tack possible in all situations. Welfare concerns mean we should never choose a more aversive piece of tack than we need.
We also want the cue we give in an emergency situation to have strong positive appetitive associations, rather than being either a direct or a conditioned aversive. In competition, a rider whose horse lashes their tail in response to a leg aid will lose marks, as will a rider whose horse gapes their mouth to avoid a bit cue or put their tongue over the bit.
A horse whose cues have been trained using positive reinforcement actually wants the rider to give the cues, and they will offer increased responsiveness and offer more and larger behaviours without prompting, because they know the chain of behaviours will ultimately lead to a reward. Only a stronger aversive will lead to a bigger behaviour.
Many riders enjoy working towards various forms of liberty training with their horse, including tackless riding. The horse must learn that cues cannot be escaped, and that moving away from the trainer will result in aversives , while staying close to the trainer will lead to the aversives being removed. The horse has to be responding instantly and consistently to all these cues before any equipment can be removed.
In the same way, many riders complain that their horses are barn or buddy sour, inclined to nap or rush home. In a crisis situation, our equipment and our cues are not actually safety gear but the final straw that means the horse can no longer cope with a stressful event. The next steps, for most of us, are simply finding out how to apply the huge body of knowledge about how positive reinforcement works, in a way that allows the horse to learn the skills to interact with us safely and effectively.
The full potential has yet to be tapped, but as more and more people choose to start out using this approach, or to convert their existing skills to working this way, the advances will quickly overtake old fashioned coercion-based methods. Bassett, L. Effects of predictability on the welfare of captive animals. Applied Animal Behaviour Science , 3—4 , Blumstein, Daniel T.
Animal Behaviour , Ellis, S. Positively reinforcing an operant task using tactile stimulation and food — a comparison in horses using clicker training. Journal of Veterinary Behavior , 15 September—October , Hockenhull, J. Unwanted oral investigative behaviour in horses: A note on the relationship between mugging behaviour, hand-feeding titbits and clicker training. Applied Animal Behaviour Science, 3—4 , Training horses: Positive reinforcement, positive punishment, and ridden behavior problems.
Journal of Veterinary Behavior , 8 4 , Innes, L. Negative versus positive reinforcement: An evaluation of training strategies for rehabilitated horses. Applied Animal Behaviour Science , Poling, P.
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Humans have been training horses for thousands of years. That sounds really complicated and scientific-y! Check out the upcoming schedule. Both the dolphin and the horse get their actual reward a few moments later.
And because of the bridge signal, both understand very clearly what action that reward is for. But hold on. How does the horse know what the signal marked? How did the dolphin know the signal was for height, instead of the direction of the leap? How does the horse know that carrot slice is for a tight tuck during the jump, and not for holding its breath or lifting its head or looking at the next jump?
This is where the concept of shaping comes into Positive Reinforcement Training. Shaping is like a big game of Hotter-Colder, with the bridge signal wordlessly communicating Hotter and guiding toward the goal.
It must guess. It tries things. Some things work, getting hotter, so the learner tries them again. The timing of the applause is crucial. We often play The Training Game to teach shaping to humans, using applause to wordlessly shape a behavior, anything from turning off a light switch to crawling backwards up stairs! Bridging, rewards, shaping and timing. These are the basic concepts and skills that we use in Positive Reinforcement Training to create an infinite variety of motivated behavior without force or pressure.
What is Positive Reinforcement Training?