CEBU TECHNOLOGICAL UNIVERSITY

TRAINING DOCUMENTATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE COURSE PSYCH M 213

COGNITIVE PSYCHOLOGY

PRESENTED BY:
CAMINERO, CHERRYLOU
CATUBAY, GWENETH
COQUIA, VLADIMIR
DAMILES, NINA MAE
FERROLINO, JACOB
ORONGAN, JHANA MARIE

SUBMITTED TO:

MS. MIZZY MELENDEZ RPM, LPT, MAPSY

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TABLE OF CONTENTS

Introduction---------------------------------------------------------------------------------------------------------------------1
Processes of Learning-------------------------------------------------------------------------------------------------------2
Objective of the experiment------------------------------------------------------------------------------------------------2
Hypothesis----------------------------------------------------------------------------------------------------------------------2
Experimental Design---------------------------------------------------------------------------------------------------------3
Ethical Considerations ------------------------------------------------------------------------------------------------------3
Method---------------------------------------------------------------------------------------------------------------------------5
Discussion of Result----------------------------------------------------------------------------------------------------------6
Conclusion ---------------------------------------------------------------------------------------------------------------------7
References----------------------------------------------------------------------------------------------------------------------8
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INTRODUCTION
According to Fernandez 2022, animal training is referred to by respondent and operant

conditioning strategies used to elicit, evoke or emit behavior. Neurophysiological studies in animals

utilize behavioral readouts of sensory and mental processes to understand the neural basis of

perception and cognition (Corcoran et al., 2002). Roughly 10 million to 100 million animals are put into

research, testing, and training. Animals that are commonly used for research and training are mice,

rats, rabbits, birds, amphibians and reptiles, and other small mammals as reported by D.L Hickman, et

al. (2017). Animal training is grounded by Operant Conditioning which is founded by BF Skinner. In

this training, an animal acquires a behavior more or less frequently through a reward or punishment

that follows a behavior. When an animal engages in an activity that results in a positive outcome, it is

likely to repeat that behavior.

Among all of the animals, the most commonly used are mice and rats, which make up

approximately 95% of all laboratory animals, with mice as the most usually employed animal in

biomedical research. Mice have recently become an advantageous animal model due to its advances

in both neuroimaging and genetic technologies. Furthermore, mice provide a large population of test

subjects for behavioral screening. Thus, it has been a good subject for research exploration ranging

from biology to engineering, and psychology (D.L Hickman, et al., 2017).The learning process of mice

is often grounded by BF Skinner’s Operant Conditioning which requires mice to learn and remember

arbitrary sensorimotor associations. Operant conditioning provides a window into mouse cognition

through the incorporation of positive and negative reinforcements (Francis & Kanold, 2017).

Over the years, researchers have examined and compared the use of reinforcement-based

training protocols to traditional training methods that rely on aversive tools, such as shock collars

(Cooperet al., 2014). It was reported that the ability of which reward-based principles can be applied to

modify animal behavior ethically, reliably, and voluntarily as stated by Grandin et al., (1995).

This experiment employs the theory of BF Skinner’s Operant Conditioning in training the mouse

to get accustomed with the maze and find its way out, once it is put inside.
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PROCESSES OF LEARNING

Anchored by B.F. Skinner’s Operant Conditioning, the trainers conducted several steps for the

mouse to have a smooth way in solving the maze.

Getting the mouse to be familiar with the place is our first step. The trainers made sure that the

mouse was already comfortable being with people before getting into the maze. The mouse behaviors,

particularly in learning and memory rely on their sense of smell. The mouse uses it to do social

interactions and even detect fear (Zou, et al., 2015). With this in mind, the trainers prioritized the

familiarization of the scent from the trainer to the mouse in order for it to be comfortable when being

picked up, ensuring that the mouse does not get stressed whenever a human hand is laid out in front

of it.

The trainers applied punishment that acts as a signal for the mouse. It indicates that the mouse

went the wrong way in the maze. During the practice, the trainers installed traps for the mouse that also

served as a negative reinforcement. It is an indicator for the mouse that it is not the right way so that

the mouse will be alerted in the future attempts.

The trainers applied positive reinforcements for the mouse, after the mouse accomplished the

maze, the mouse will be given a treat. Multiple attempts showed that giving the mouse treats within the

maze is not necessary as they ignore it. After that observation, the trainers decided to give treats after

the mouse accomplished the maze.

OBJECTIVE OF THE EXPERIMENT

This experiment aims to train the mouse in accomplishing the entire maze course through

reinforcement and punishment under BF SKinner’s Operant Conditioning.

HYPOTHESES
The trainers of this animal training experiment have stated their hypotheses as follows:

H0: The mouse cannot navigate its way out of the maze using BF Skinner’s theory of Operant

Conditioning.
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Ha: The mouse can navigate its way out of the maze using BF Skinner’s theory of Operant

Conditioning.
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EXPERIMENTAL DESIGN
The experiment relies primarily on BF Skinner’s operant conditioning theory. The mouse was

tested for a behavioral test through the tail-suspension test. In this experiment, the trainer used a trainer

designed maze which serves as the mouse’s test. To achieve the goal of leading the mice to the end

of the labyrinth, the trainers formulated ways to correctly perform the experiment without stressing the

mice out. The trainers began with a Pre-Training phase in which they carefully allowed the mice to

acquaint themselves with the maze while also ensuring their comfort and interaction with the trainers

before completely engaging in the activity. Secondly, they also had the training phase, which primarily

consisted of punishments, negative and positive reinforcement. The training phase is when trial and

error occurs frequently, maximizing the number of possible ideas for improving the progress of the

experiment. Finally, the trainers conducted a post-training evaluation to analyze and assess the impact

of positive and negative reinforcement in finishing the maze, and how it efficiently affected the mice

performance in completing the trainer designed maze.

ETHICAL CONSIDERATIONS

The ethical assessments related to the use of animals in research are wide-ranging. It is widely

assumed that in some cases, using laboratory animals to improve people, animals, or the environment

may be necessary. At the same time, most people believe that animals have moral status and that our

treatment of them should be guided by ethical principles. These points of view are reflected in the

following positions:

(i.) Animals have intrinsic value that must be acknowledged.

(ii.) Animals are intelligent beings with the ability to feel pain, and their welfare must therefore be taken

into account.

(iii.) The treatment of animals, including their use in research, reflects the attitudes and influences the

trainers as moral actors.

The Society for the Preservation of Cruelty to Animals was the first animal protection

organization founded in England in 1824 with the goal of preventing animal cruelty by promoting animal
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comfort (Miziara et al., 2012). These guidelines primarily address the trainers, but also cover anyone

involved in a research project which uses animals.

1. Animal dignity should be respected.

2. Trainers must minimize the risk of suffering and provide good animal welfare.

3. Trainers are responsible for ensuring that the use of laboratory animals does not endanger

biological diversity.

4. Trainers and others who deal with live animals must have up-to-date and understood animal

knowledge.
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METHOD

A Gerbil mouse (Malacothrix typica), was used as the subject for training using the BF Skinner’s

Operant Conditioning. It underwent a depression test through a tail suspension test before proceeding

to the actual training to fully support and verify the theory of cognition. Additionally, the trainers

acquainted themselves first prior to the training which assisted in fostering a sense of trust with the

trainer and the subject. On the first day, the pathway to the exit was trailed with treats that they could

follow as they went along. The trainers also placed a treat at the end of the maze as a positive

reinforcement for the mouse’s behavior. The trainers incorporated the Operant Conditioning of BF

Skinner in training the mouse. In the event that the mouse climbed up the wall of the maze or went the

long way, positive punishment was placed by snapping the fingers of the trainers near its ear. However,

when the mouse was able to perform the desired action of the trainer, it would receive a reward in the

form of a treat. Several traps were also placed to signal the mouse that it is not the right way. The

training session of the mouse lasted for 10-15 minutes each session. For this training experiment, there

were two training sessions, during the whole duration. The training was repeated until the mouse was

able to facilitate navigation and finished the whole maze without the presence of the treats.

DISCUSSION OF RESULTS
The mouse was able to navigate the way out of the maze after 8 days of training. The repetitive

training of the mouse paved the way for the mouse to be familiar with the maze and remember the way

out. This finding is in accordance with the study of Bae H.J. et. al, (2022) that stated, learning by

performing highly repetitive training sessions could improve learning and retrieval memory ability of the

mouse. The positive punishment, in a form of snapping, decreased the likelihood of the mouse climbing

up to the wall of the maze as well as going the wrong way. As stated by Domjan (2003), positive

punishments suppressed undesired behavior. Mice have a keen sense of hearing. Snapping the fingers

sends them a signal that what they have done is an unsought act. Furthermore, providing treats for the

mice as a form of positive reinforcement fostered the pleasant behavior acted by the mice. Mice are

attracted to food. Food is known for its ability to enhance reinforcing responses as reported by Clough

et. al, (2018).

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CONCLUSION
Based on the reports in this experiment, the null hypothesis was rejected. Thus, the mouse can

navigate its way out of the maze using BF Skinner’s theory of Operant Conditioning. Training the mouse

to finish the maze course was the aim of the experiment. Pursuant to the hypothesis, the mouse’s

probability of finishing the maze training is significantly impacted by the use of operant conditioning.

The mouse was exposed to the maze in three phases of the experiment: pre-training, during which they

were punished and received both positive and negative reinforcement; post-training evaluation was

used to determine the effect of reinforcement on maze completion. The trainers used treats as positive

reinforcement after the mice completed the maze successfully, set up traps as negative reinforcement,

and used punishments as signals for the mice's poor decisions.

All things considered; the results of this experiment lend credence to the theory that the use of

operant conditioning has a major impact on the mouse's probability of finishing the labyrinth training.

The mouse's behavior and cognitive capacities are effectively shaped by both positive and negative

stimuli, as seen by its successful completion of the maze. Subsequent studies in this field can

concentrate on analyzing differences in methods of reward, analyzing how long maze-solving abilities

are retained, and analyzing how acquired actions translate to other situations. Enhancing the welfare

of research animals and advancing numerous academic disciplines can be achieved by further refining

and broadening our knowledge of animal training techniques.

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REFERENCES
D.L. Hickman , J. Johnson T.H. Vemulapalli , J.R. Crisler , R. (2017).Commonly Used Animal Models
https://doi.org/10.1016/B978-0-12-802151-4.00007-4
Fernandez, E. (2023). The Least Inhibitive, Functionally Effective (LIFE) Model: A New Framework for
Ethical AnimalTraining Practices https://doi.org/10.1016/j.jveb.2023.12.001
Fernandes, M. R., & Pedroso, A. R. (2017). Animal experimentation: A look into ethics, welfare and
alternative methods. Revista Da Associacao Medica Brasileira, 63(11), 923–928.
https://doi.org/10.1590/1806-9282.63.11.923
Francis, N. A. & Kanold, P. (2017 ). Automated Operant Conditioning in the Mouse Home Cage
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5331059/
H. J Bae et. al.(2022). Effects of repetitive training on learning and memory performance of TLR2 KO
mice , https://doi.org/10.1016/j.bbr.2022.113836
Hockenhull, J. & Creighton, E. (2014). Training horses: Positive reinforcement, positive punishment,
and ridden behavior problems https://doi.org/10.1016/j.jveb.2012.06.002
Which Animals Are Used https://aavs.org/animals-science/animals-used/
Guidelines for research Ethics in science and Technology. (n.d.). Forskningsetikk.
https://www.forskningsetikk.no/en/guidelines/science-and-technology/guidelines-for-research-ethics-
in-science-and-technology/