Positive reinforcement training in squirrel monkeys using clicker training

Clicker Training as an Applied Refinement Measure in Chickens

When using chickens in animal studies, the handling of these animals for sample collection or general examinations is considered stressful due to their prey nature. For the study presented here, plasma and salivary corticosterone as well as New Area Test behavior and fecal output were used to evaluate whether it is possible to influence this stress perception using a three-week clicker training program. The results indicate that clicker training seems to be a suitable refinement measure in the sense of cognitive enrichment for the husbandry of this species. However, since it was also shown that three-week training was not sufficient to sustainably reduce the stress perception with regard to prolonged stressor exposure, and since it was also evident that manipulations such as routine blood sampling are perceived as less stressful than assumed, further studies with prolonged training intervals and situations with higher stressor potential are warranted. Also, further parameters for training assessment must be considered. For the general use of training as a supportive measure in animal experiments, its proportionality must be considered, particularly considering the expected stress and adequate training time.

Handling and Training of Wild Animals: Evidence and Ethics-Based Approaches and Best Practices in the Modern Zoo

There is an ethical responsibility to provide all animals living in human care with optimal and positive well-being. As animals living in zoos and aquariums frequently interact with their human caregivers as part of their daily care routines, it is both relevant and essential to consider the impact of these interactions on animal well-being. Allowing animals to have choice and control in multiple areas of their lives, such as by providing opportunities for them to voluntarily participate in their own care through, for example, positive reinforcement training, is an essential component of good animal well-being programs. This review aims to describe evidence-based approaches, ethics, and best practices in the handling and training of the many taxa held in zoos and aquariums worldwide, drawing from work in related animal care fields such as laboratories, farms, rescue, and sanctuaries. The importance of ongoing animal well-being assessments is discussed, with a particular focus on the need for continued review and refinement of processes and procedures pertaining to animal training and handling specifically. Review, enquiry, assessment, evaluation, and refinement will aim to dynamically support positive well-being for all animals.

Individualized Target Training Facilitated Transfer of Group Housed Capuchin Monkeys (Sapajus apella) to Test Cubicles and Discrimination of Targets on Computer Touch Screens

Simple Summary

Coercion and non-voluntary procedures can cause fear, anxiety and maladaptive behaviors for captive animals, which makes animal husbandry and care more difficult and reduces animal welfare overall. Positive reinforcement training (i.e., using rewards for desired behaviors rather than punishment for undesirable behaviors) is shown to be beneficial in reducing animals’ fear responses and in encouraging voluntary cooperation across a wide range of species. This paper outlines two experiments in positive reinforcement training to understand the importance of individualized targets in facilitating the voluntary transfer of captive capuchin monkeys (Sapajus apella) from their group enclosure to individual test cubicles. Experiment 1, which assigned different colored and geometric targets to each animal, rewarded animals for touching and following their assigned target into their test cubicle. The animals rapidly acquired the ability to identify their target, ultimately allowing them to cooperate by moving from one space to another voluntarily. Experiment 2 rewarded animals for spontaneously identifying their assigned target among other animals’ targets and novel targets. The animals chose their target more often than predicted by chance, although they did make some errors.

Abstract

Animals in captivity often experience fear, anxiety and aggression during non-voluntary procedures, leading to adverse behaviors and ineffective outcomes for both animals and caretakers. Negative reinforcement and punishment, often due to ignorance regarding animal learning, can hurt animal welfare. However, voluntary participation through positive reinforcement training (PRT) can decrease stress related to these procedures and increase desired behaviors. Our goal was to demonstrate the positive effects of “target training” on animal welfare by training 10 captive capuchin monkeys (Sapajus apella) in two experiments designed to facilitate movement from a group home enclosure to a test cubicle. In Experiment 1, each monkey was assigned an individualized target (a unique shape/color combination). In daily training sessions, the animal was rewarded with a click-sounding stimulus and a food reinforcer for (a) touching the target, (b) following the respective target into a test cubicle, and (c) touching progressively smaller targets until progressing to digitized images on a computer touch screen. All 10 animals learned to approach and touch their individual physical target in one or two sessions and were able to successfully transition this behavior to an image of their target on a touch screen, although they made more errors with the touch screen. In Experiment 2, the animals were presented with other animals’ targets and novel targets. The seven animals in this experiment all touched their target at higher-than-chance rates in Trial 1 without explicit discrimination training, but only five reached the learning criteria for the task (>83% correct for three consecutive testing days. These results demonstrate that target training can make voluntary movement from group housing to test cubicles easier and benefit future animal care and procedures.

Devaluation of a conditioned reinforcer requires its reexposure

A change in motivational state does not guarantee a change in operant behaviour. Only after an organism has had contact with an outcome while in a relevant motivational state does behaviour change, a phenomenon called incentive learning. While ample evidence indicates that this is true for primary reinforcers, it has not been established for conditioned reinforcers. We performed an experiment with rats where lever-presses were reinforced by presentations of an audiovisual stimulus that had previously preceded food delivery; in the critical experimental groups, the audiovisual stimulus was then paired a single time with a strong electric shock. Some animals were reexposed to the audiovisual stimulus. Lever-presses yielding no outcomes were recorded in a subsequent test. Animals that had been reexposed to the audiovisual stimulus after the aversive training responded less than did those that had not received reexposure. Indeed, those animals that were not reexposed did not differ from a control group that received no aversive conditioning of the audiovisual stimulus. Moreover, these results were not mediated by a change in the food's reinforcement value, but instead reflect a change in behaviour with respect to the conditioned reinforcer itself. These are the first data to indicate that the affective value of conditioned stimuli, like that of unconditioned ones, is established when the organism comes into contact with them.

What's in a Click? The Efficacy of Conditioned Reinforcement in Applied Animal Training: A Systematic Review and Meta-Analysis

Simple Summary

Conditioned reinforcement, for example, clicker training, has become increasingly popular in recent decades. Hence, questions about the effectiveness of the conditioned reinforcer have become prominent in the animal training arena. This article summarizes the scientific literature on conditioned reinforcement in applied animal training settings (e.g., homes). It was found that dogs and horses were the most frequently studied animals. Clickers and food were the most often used training stimuli. Effect size analysis found a medium effect of clicker training. The literature reviewed here shows that conditioned reinforcement is an effective approach to change animal behavior; however, sizable information potentially related to its effectiveness was not clearly reported in the studies (e.g., food preferences). Although this review fills in a gap in the literature, it also points to the need for more research to further the understanding of conditioned reinforcement phenomena.

Abstract

A conditioned reinforcer is a stimulus that acquired its effectiveness to increase and maintain a target behavior on the basis of the individual’s history—e.g., pairings with other reinforcers. This systematic review synthesized findings on conditioned reinforcement in the applied animal training field. Thirty-four studies were included in the review and six studies were eligible for a meta-analysis on the effectiveness of behavioral interventions that implemented conditioned reinforcement (e.g., clicks, spoken word, or whistles paired with food). The majority of studies investigated conditioned reinforcement with dogs (47%, n = 16) and horses (30%, n = 10) implementing click–food pairings. All other species (cats, cattle, fish, goats, and monkeys) were equally distributed across types of conditioned (e.g., clicker or spoken word) and unconditioned reinforcers (e.g., food, water, or tactile). A meta-analysis on the effectiveness of conditioned reinforcement in behavioral interventions found a medium summary effect size (Tau-U 0.77; CI_95% = [0.53, 0.89]), when comparing baseline, where no training was done, and treatment levels. Moderators of conditioned reinforcement effectiveness were species (e.g., horses) and research design (e.g., multiple-baseline designs). The small number of intervention-focused studies available limits the present findings and highlights the need for more systematic research into the effectiveness of conditioned reinforcement across species.

Partial rewarding during clicker training does not improve naïve dogs' learning speed and induces a pessimistic-like affective state

Clicker training is considered a welfare-friendly way of teaching novel behaviors to animals because it is mostly based on the positive reinforcement. However, trainers largely vary in their way of applying this training technique. According to the most, a reward (e.g., food) should follow every click, while others claim that dogs learn faster when the reward is sometimes omitted. One argument against the use of partial rewarding is that it induces frustration in the animal, raising concerns over its welfare consequences. Here, we investigated the effect of partial rewarding not only on training efficacy (learning speed), but also on dogs' affective state. We clicker-trained two groups of dogs: one group received food after every click while the other group received food only 60% of the time. Considering previous evidence of the influencing role of personality on reactions to frustrated expectations, we included measurements of dogs' emotional reactivity. We compared the number of trials needed to reach a learning criterion and their pessimistic bias in a cognitive bias test. No difference between the two groups emerged in terms of learning speed; however, dogs that were partially rewarded during clicker training showed a more pessimistic bias than dogs that were continuously rewarded. Generally, emotional reactivity was positively associated with a more pessimistic bias. Partial rewarding does not improve training efficacy, but it is associated with a negatively valenced affective state, bringing support to the hypothesis that partial rewarding might negatively affect dogs' welfare.

Clicker Training Accelerates Learning of Complex Behaviors but Reduces Discriminative Abilities of Yucatan Miniature Pigs

Simple Summary

Animal training is intended to teach specific behavioral responses to specific requests. Clicker Training (CT) is a method to train animals based on the use of a device that emits a sound to be associated as a marker that predicts the delivery of something wanted (food). It is believed that CT decreases training time compared to other types of training that use different markers, such as voice. Herein, we used two-month-old miniature piglets to assess whether CT decreased the number of repeats required to learn complex behaviors compared to voice-trained animals. Furthermore, we compared the number of correct choices of animals from both groups when tested for the discrimination of objects. The results indicated that CT decreased the number of repetitions required to learn to fetch an object but reduced the animals’ ability to make correct decisions during discriminatory trials compared to voice-trained animals. This suggests that CT is more efficient than voice in teaching complex behaviors but reduces the ability of animals to use the cognitive processes necessary to discriminate and select objects associated with reward. Animal trainers might consider our results to decide which marker is to be implemented based on the aim and purpose of the training.

Abstract

Animal training is meant to teach specific behavioral responses to specific cues. Clicker training (CT) is a popular training method based on the use of a device that emits a sound of double-click to be associated as a first-order conditioned stimulus in contingency with positive reinforcements. After some repetitions, the clicker sound gains some incentive value and can be paired with the desired behavior. Animal trainers believed that CT can decrease training time compared to other types of training. Herein, we used two-month old miniature piglets to evaluate whether CT decreased the number of repetitions required to learn complex behaviors as compared with animals trained with voice instead of the clicker. In addition, we compared the number of correct choices of animals from both groups when exposed to object discriminative tests. Results indicated that CT decreased the number of repetitions required for pigs to learn to fetch an object but reduced the ability of animals to make correct choices during the discriminate trials. This suggests that CT is more efficient than voice to teach complex behaviors but reduces the ability of animals to use cognitive processes required to discriminate and select objects associated with reward.

Positive Reinforcement Conditioning as a Tool for Frequent Minimally Invasive Blood and Vaginal Swab Sampling in African Lions (Panthera Leo)

Information regarding the physiology of African lions is scarce, mainly due to challenges associated with essential routine research procedures. The aim of this experiment was to test the possibility of training six captive lionesses by positive reinforcement conditioning (PRC) to voluntarily allow the collection of vaginal swabs and blood samples. This was done with the final goal of avoiding frequent anesthesia, and potentially stressful management during reproduction research. All lionesses mastered basic clicker and targeting principles within 2 weeks. Routine sampling was possible after 20 weeks of training, enabling the collection of about 750 vaginal swabs and 650 blood samples over 18 months. The animals remained calm and cooperative during all sessions, and demonstrated curiosity in the training. PRC training of captive lionesses proved to be a suitable, minimally invasive method for repeated collection of vaginal swabs and blood. Additionally, PRC may serve as behavioral enrichment for African lions in captive settings. Compared to chemical or physical restraining methods, this noninvasive management approach may reduce distress and physiological negative side effects, thus opening up new avenues for feline research.

Salivary alpha-amylase enzyme is a non-invasive biomarker of acute stress in Japanese macaques (Macaca fuscata)

Salivary alpha-amylase (sAA) enzyme functions as a digestive enzyme in many species that consume starch in their diet. Human studies have also revealed that sAA enzyme activity levels are positively correlated with the release of the stress hormone norepinephrine, allowing sAA to act as a biomarker for sympathetic nervous system activity. Recent non-human primate studies have incorporated sAA as a physiological stress marker. However, no published reports have investigated the time course of sAA from a stressful event to return to baseline levels in non-human primates. Furthermore, no validation of sAA as a stress biomarker has been reported for Japanese macaques (Macaca fuscata). This study had two primary aims: (1) to develop a systematic method for non-invasive saliva collection and, (2) to investigate sAA as a biomarker of acute stress in M. fuscata in order to better understand its acute stress-related characteristics. We developed a non-invasive method for cooperative saliva collection using positive reinforcement training (PRT) and tracked individual progress over 595 trials in ten individually housed Japanese macaques. We detected sAA enzyme in M. fuscata via kinetic reaction assay, then performed 22 acute stress tests. Four tests met conditions for interpreting sAA in response to an acute stressor and these results show that on average sAA activity rapidly increased post-stressor (mean ± SD = 4.2 ± 0.9 min) and returned to baseline shortly thereafter (10.4 ± 0.6 min). Our report reveals for the first time the temporal dynamics of sAA when applying acute stress to Japanese macaques and could be a useful tool for assessing animal welfare.

Orangutans' Comprehension of Zoo Keepers' Communicative Signals

Zoological institutions often encourage cooperative interactions between keepers and animals so as to promote animals' welfare. One useful technique has been conditioning training, whereby animals learn to respond to keepers' requests, which facilitates a number of, otherwise sensitive, daily routines. As various media have been used to convey keepers' instructions, the question remains of which modality is best to promote mutual understanding. Here, we explored this question with two captive female orangutans. In the first experiment, we compared orangutans' understanding of previously acquired instructions when those were performed with verbal signals only, gazes only, gestures only, and when all those modalities were combined. Our results showed that gestures were sufficient for successful comprehension by these two apes. In the second experiment, we asked whether this preference could be driven by the non-arbitrary relationship that gestures bear to what they refer to, through iconicity or pointing. Our results revealed that neither iconicity nor pointing helped the subjects comprehend the keepers' instructions. Our results indicate a preference for instructions given through gestural signals in two captive female orangutans, although its cause remains elusive. Future practice may encourage the use of gestures in communication between keepers and orangutans in general or potentially other animals.

Development of an optogenetic toolkit for neural circuit dissection in squirrel monkeys

Optogenetic tools have opened a rich experimental landscape for understanding neural function and disease. Here, we present the first validation of eight optogenetic constructs driven by recombinant adeno-associated virus (AAV) vectors and a WGA-Cre based dual injection strategy for projection targeting in a widely-used New World primate model, the common squirrel monkey Saimiri sciureus. We observed opsin expression around the local injection site and in axonal projections to downstream regions, as well as transduction to thalamic neurons, resembling expression patterns observed in macaques. Optical stimulation drove strong, reliable excitatory responses in local neural populations for two depolarizing opsins in anesthetized monkeys. Finally, we observed continued, healthy opsin expression for at least one year. These data suggest that optogenetic tools can be readily applied in squirrel monkeys, an important first step in enabling precise, targeted manipulation of neural circuits in these highly trainable, cognitively sophisticated animals. In conjunction with similar approaches in macaques and marmosets, optogenetic manipulation of neural circuits in squirrel monkeys will provide functional, comparative insights into neural circuits which subserve dextrous motor control as well as other adaptive behaviors across the primate lineage. Additionally, development of these tools in squirrel monkeys, a well-established model system for several human neurological diseases, can aid in identifying novel treatment strategies.

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice

Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous research determined a profound impact of gentle handling protocols on the well-being of laboratory mice. By introducing clicker training to the keeping of mice, not only do we promote the amicable treatment of mice, but we also enable them to experience cognitive enrichment. Clicker training is a form of positive reinforcement training using a conditioned secondary reinforcer, the "click" sound of a clicker, which serves as a time bridge between the strengthened behavior and an upcoming reward. The effective implementation of the clicker training protocol with a cohort of 12 BALB/c inbred mice of each sex proved to be uncomplicated. The mice learned rather quickly when challenged with tasks of the clicker training protocol, and almost all trained mice overcame the challenges they were given (100% of female mice and 83% of male mice). This study has identified that clicker training for mice strongly correlates with reduced fear in the mice during human-mice interactions, as shown by reduced anxiety-related behaviors (e.g., defecation, vocalization, and urination) and fewer depression-like behaviors (e.g., floating). By developing a reliable protocol that can be easily integrated into the daily routine of the keeping of laboratory mice, the lifetime experience of welfare in the mice can be improved substantially.

Variation in Behavioral Reactivity Is Associated with Cooperative Restraint Training Efficiency

Training techniques that prepare laboratory animals to participate in testing via cooperation are useful tools that have the potential to benefit animal wellbeing. Understanding how animals systematically vary in their cooperative training trajectories will help trainers to design effective and efficient training programs. In the present report we document an updated method for training rhesus monkeys to cooperatively participate in restraint in a 'primate chair.' We trained 14 adult male macaques to raise their head above a yoke and accept yoke closure in an average of 6.36 training days in sessions that lasted an average of 10.52 min. Behavioral observations at 2 time points prior to training (approximately 3 y and 1.3 y prior) were used to quantify behavioral reactivity directed toward humans and toward other macaques. Individual differences in submissive-affiliative reactivity to humans but not reactivity toward other monkeys were related to learning outcomes. Macaques that were more reactive to humans were less willing to participate in training, were less attentive to the trainer, were more reactive during training sessions, and required longer training sessions, longer time to yoke, and more instances of negative reinforcement. These results suggest that rhesus macaques can be trained to cooperate with restraint rapidly and that individual difference data can be used to structure training programs to accommodate variation in animal temperament.

Testing the effect of medical positive reinforcement training on salivary cortisol levels in bonobos and orangutans

The management of captive animals has been improved by the establishment of positive reinforcement training as a tool to facilitate interactions between caretakers and animals. In great apes, positive reinforcement training has also been used to train individuals to participate in simple medical procedures to monitor physical health. One aim of positive reinforcement training is to establish a relaxed atmosphere for situations that, without training, might be very stressful. This is especially true for simple medical procedures that can require animals to engage in behaviours that are unusual or use unfamiliar medical devices that can be upsetting. Therefore, one cannot exclude the possibility that the training itself is a source of stress. In this study, we explored the effects of medical positive reinforcement training on salivary cortisol in two groups of captive ape species, orangutans and bonobos, which were familiar to this procedure. Furthermore, we successfully biologically validated the salivary cortisol assay, which had already been validated for bonobos, for orangutans. For the biological validation, we found that cortisol levels in orangutan saliva collected during baseline conditions were lower than in samples collected during three periods that were potentially stressful for the animals. However, we did not find significant changes in salivary cortisol during medical positive reinforcement training for either bonobos or orangutans. Therefore, for bonobos and orangutans with previous exposure to medical PRT, the procedure is not stressful. Thus, medical PRT provides a helpful tool for the captive management of the two species.

Different responses to reward comparisons by three primate species

BACKGROUND

Recently, much attention has been paid to the role of cooperative breeding in the evolution of behavior. In many measures, cooperative breeders are more prosocial than non-cooperatively breeding species, including being more likely to actively share food. This is hypothesized to be due to selective pressures specific to the interdependency characteristic of cooperatively breeding species. Given the high costs of finding a new mate, it has been proposed that cooperative breeders, unlike primates that cooperate in other contexts, should not respond negatively to unequal outcomes between themselves and their partner. However, in this context such pressures may extend beyond cooperative breeders to other species with pair-bonding and bi-parental care.

METHODS

Here we test the response of two New World primate species with different parental strategies to unequal outcomes in both individual and social contrast conditions. One species tested was a cooperative breeder (Callithrix spp.) and the second practiced bi-parental care (Aotus spp.). Additionally, to verify our procedure, we tested a third confamilial species that shows no such interdependence but does respond to individual (but not social) contrast (Saimiri spp.). We tested all three genera using an established inequity paradigm in which individuals in a pair took turns to gain rewards that sometimes differed from those of their partners.

CONCLUSIONS

None of the three species tested responded negatively to inequitable outcomes in this experimental context. Importantly, the Saimiri spp responded to individual contrast, as in earlier studies, validating our procedure. When these data are considered in relation to previous studies investigating responses to inequity in primates, they indicate that one aspect of cooperative breeding, pair-bonding or bi-parental care, may influence the evolution of these behaviors. These results emphasize the need to study a variety of species to gain insight in to how decision-making may vary across social structures.

Dissecting the mechanisms of squirrel monkey (Saimiri boliviensis) social learning

Although the social learning abilities of monkeys have been well documented, this research has only focused on a few species. Furthermore, of those that also incorporated dissections of social learning mechanisms, the majority studied either capuchins (Cebus apella) or marmosets (Callithrix jacchus). To gain a broader understanding of how monkeys gain new skills, we tested squirrel monkeys (Saimiri boliviensis) which have never been studied in tests of social learning mechanisms. To determine whether S. boliviensis can socially learn, we ran "open diffusion" tests with monkeys housed in two social groups (N = 23). Over the course of 10 20-min sessions, the monkeys in each group observed a trained group member retrieving a mealworm from a bidirectional task (the "Slide-box"). Two thirds (67%) of these monkeys both learned how to operate the Slide-box and they also moved the door significantly more times in the direction modeled by the trained demonstrator than the alternative direction. To tease apart the underlying social learning mechanisms we ran a series of three control conditions with 35 squirrel monkeys that had no previous experience with the Slide-box. The first replicated the experimental open diffusion sessions but without the inclusion of a trained model, the second was a no-information control with dyads of monkeys, and the third was a 'ghost' display shown to individual monkeys. The first two controls tested for the importance of social support (mere presence effect) and the ghost display showed the affordances of the task to the monkeys. The monkeys showed a certain level of success in the group control (54% of subjects solved the task on one or more occasions) and paired controls (28% were successful) but none were successful in the ghost control. We propose that the squirrel monkeys' learning, observed in the experimental open diffusion tests, can be best described by a combination of social learning mechanisms in concert; in this case, those mechanisms are most likely object movement reenactment and social facilitation. We discuss the interplay of these mechanisms and how they related to learning shown by other primate species.

A comparison of positive reinforcement training techniques in owl and squirrel monkeys: time required to train to reliability

Positive reinforcement training (PRT) techniques enhance the psychological well being of nonhuman primates by increasing the animal's control over his or her environment and desensitizing the animal to stressful stimuli. However, the literature on PRT in neotropical primates is limited. Here PRT data from owl monkeys and squirrel monkeys are presented, including the length of time to train subjects to target, present hand, and present foot, important responses that can be used to aid in health inspection and treatment. A high percentage of the squirrel and owl monkeys were successfully trained on target and present hand. Present foot, a less natural response, was harder to train and maintain. Although squirrel monkeys did learn to target significantly faster than owl monkeys, the 2 genera did not differ on time to train on subsequent behavior. These data demonstrate that although owl monkeys may require slightly more time to acclimate to a PRT program, it is still possible to establish a PRT program with neotropical primates, and once animals have been introduced to the program, they can learn new responses in a relatively few short sessions.