Sounds like the 2 cats weren't properly introduced.  You can't throw 2 or 3
cats together and expect everything to go smoothly.  It's best to separate
them from one another (separate rooms) for about a week or so, slowly
letting them get use to the different smells, sounds, etc.  When I got a new
kitten, I kept the kitten separate from my other cat for a week, slowly
introduced them to one another and only left them together alone after a
month had passed and I thought they would be okay without killing each
other.  I would suggest that you search the internet for info on how to
introduce cats to one another.  There's some good info out there.  You may
have to start all over and begin the introduction fresh.  Good luck.

S.

Yay, a Farscape fan!

A re-introduction is in order, and to do it properly, your roommate is
either going to have to put up with her cat pooping in her tub, or get
herself food and water dishes and a litterbox or two for her bathroom so
that her cat CAN use the box and CAN eat and drink without being targeted by
Chiana. Perhaps Chiana and Dargo can be fed in your room so that if she
continues resource guarding, she'll just guard your room (where her food is)
instead of trying to guard 75% of the house.

HOWEDY loubre,

So you think you're gonna GET ADVICE from these
punk thug coward mental cases who punish and
intimidate their critters, loubre?

It DON'T MATTER. A kat is a kat as a dog is a dog as
a birdie is a birdie as a child is a child as a SP-HOWES
is a SP-HOWES as a Roomate is a Roomate.

You mean they fought.

Oh. O.K.

THEN they fought.

Well, she LEARNED THAT behavior from someWON WHO TAUGHT
HER to FEAR FORCE and INTIMDIATE other defenseless / less
capable critters. IT'S ALL THE SAME SAME, people...

CuriHOWES THAT, AIN'T IT???

INDEED?

HE'S AFRAID. ALL AGGRESSION IS FEAR. ALL FEAR IS
CAUSED BY MISHANDLING by TEACHERS and PARENTS.

Well, that's what you'd EXXXPECT if he's AFRAID to go HOWET.

NO PROBLEMO! You can CURE ALL THESE PROBLEMS NEARLY
INSTANTLY if you STUDY and FOLLOW PRECISELY the
INSTRUCTIONS in your own FREE COPY of The Amazing
Puppy Wizard's 100% CONSISTENTLY NEARLY INSTANTLY
SUCCESSFUL FREE WWW Wits' End Dog Training Method
Manual. For SHORE, it was written for DOGS, but
the METHODS WORK for ALL SENTINENT CRITTERS. Just
EXXXTRAPOLATE on the METHODS to SUITE the individual
SPECIES of critter you're dealin with or ASK The
Amazing Puppy Wizard HOWE to do it if you lack the
creativity or EXXXPERTEASE to FIGGER IT HOWET.

AGGRESSION IS LEARNED sez the most recent research
at Harvard and UCLA <{); ~ ) >

WHO DO YOU SUPPOSE has been TEACHING your kat to be a BULLY?

Oh? JUST LIKE HOWE THE KAT DOES TO THE OTHER KAT,
and CAUSES the FEAR FORCE and INTIMIDATION. Well
NHOWE we're MAKIN PROGRESS on YOUR KAT'S BULLYING
PROBLEMS, AIN'T WE, loubre <{); ~ ) >

INDEEDY! THAT'S JUST WON REASON AVERSION TRAINING
CONSISTENTLY NEARLY INSTANTLY FAILS, amongst OTHER
REASONS, like IT TEACHES BULLYING and FEAR BEHAVIORS
aka PHOBIAS and OCD'S (Obsessive Compulsive Disorders).

You'll have to SET THE EXXXAMPLE through DEMON-strated
SELF DISCIPLINE and APUPRIATE NON PHYSICAL NON FORCE
NON BRIBE NON INTIMIDATING SCIENTIFIC and PSYCHOLOGICAL
CONDITIONING TECHNIQUES AS TAUGHT in your own FREE COPY
of The Amazing Puppy Wizard's 100% CONSISTENTLY NEARLY
INSTANTLY SUCCESSFUL FREE WWW Wits' End Dog Training
Method Manual.

The Amazing Puppy Wizard SUGGESTS you IGNORE the
miserable lying kat abusing mental cases who taught
you to TEACH YOUR KAT FEAR FORCE and INTIMIDATION,
lubre... OtherWIZE, you'll be a CERTIFIED ANIMAL
ABUSER, JUST LIKE your newfHOWEND pals here abHOWETS.

LikeWIZE The Amazing Puppy Wizard SUGGESTS you use
a text to speech reader to STUDY the INFORMATION
YOU GOTTA LEARN to LIVE as a DECENT HUMAN BEING.

READ EVERY WORD and THEN go to The Amazing Puppy
Wizard's 100% CONSISTENTLY NEARLY INSTANTLY SUCCESSFUL
FREE WWW Wits' End Dog Training Method Manual.:

            ALL Temperament and Behavior Problems
                     And 90% Of DIS-EASE
                 Are CAUSED BY MISHANDLING.
                       THAT'S GOOD!
                THAT MEANS We can CURE ALL
              Temperament And Behavior Problems
                     And 90% Of DIS-EASE
                      NEARLY INSTANTLY
        Simply By DOING EXXXACTLY, PRECISELY, OPPOSITE
                  Of HOWE We've Been TAUGHT
             By UNIVERSITY TRAINED Behaviorists

HOWEDY People!

ALL Temperament and Behavior Problems Are CAUSED BY MISHANDLING.

"...all the highest nervous activity, as it manifests
itself in the conditional reflex, consists of a continual
change of these three fundamental processes -- excitation,
inhibition and disinhibition."  Ivan P. Pavlov

THAT'S GOOD!

"It is NO WONDER that the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's social
behaviors shaping the child (Whaler, 1966). Some
clinics have reported ELIMINATION ofthe need for
child THERAPY through changing the clinical emphasis
from clinical to parental HANDLING of the child
(Szrynski 1965).

A large number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents temporarily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966)."

"Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVERY LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge,
demonstrated HOWE we escape the phenomenon
that an expected reward not received is experienced
as a punishment and can produce extensive and
persistent aggression (Azrin et al, 1966)."

THAT MEANS we can CURE ALL Temperament And Behavior
Problems NEARLY INSTANTLY simply by DOING EXXXACTLY,
PRECISELY, OPPOSITE of HOWE we've been TAUGHT TO
MISHANDLE and ABUSE HOWER dogs by the UNIVERSITY
TRAINED behaviorists and PROFESSIONAL PET CARE
SPECIALISTS who MAKE THEIR LIVING off of PERPETUATING
their SHEER IDIOCY and IGNOING the works of Drs. Sam
Corson, Dra. Mary Cover Jones, Breland & Breland, and
other notable psychologists IGNORED and OVERLOOKED by
the ABUSERS who TEACH US to lock HOWER dogs in boxes,
bribe, choke, intimidate, and IGNORE HOWER dog's,
children's and SP-HOWESES cries of FEAR and NEED and
WITHHOLD attention, affection, so called "rewards"
and UNCONDITIONAL LOVE TRUST and RESPECT.

Pavlov Told Us So 100 Years Ago. Sam Corson, Pavlov's Last
Student Demonstrated At UofOH Oxford, That Rehabilitation
Of Hyperactive Dogs Can Easily And Readily Be Done Using TLC.
Tender Loving Care Is At The Root Of The Scientific Management
Of Doggys.  <{) ; ~ ) >

WE CANNOT CONTINUE TO BLAME THE DOG OR ITS BREED:

                ALL Critters Only Respond In
              PREDICTABLE INNATE NORMAL NATURAL
                 INSTINCTIVE REFLEXIVE Ways;
      To Situations And Circumstances Of Their Environment
                  Which We Create For Them.

               You GET The Critter You TRAINED

                       A DOG Is A Dog;
                      As A KAT Is A KAT;
                    As A BIRDY Is A BIRDY;
                    As A CHILD IS A CHILD;
                  As A SP-HOWES Is a SP-HOWES.

The Amazing Puppy Wizard has MUCH CASE HISTORY and PEER
REVIEWED SCIENTIFIC DATA to PROVE these "FAR FETCHED"
claims. HOWEver, for today's puporses, this will be all
that's necessary:

Here's your FREE copy of The Amazing Puppy
Wizard's FREE WWW Wits' End Dog Training
Method Manual:

http://makeashorterlink.com/?G34D2527A

Just ASK The Amazing Puppy Wizard if you
need any additional FREE heelp. There's NO
arbritrary INFORMATION in your FREE copy
of The Amazing Puppy Wizard's FREE WWW
Wits' End Dog Training Method Manual so
study it well and do and follow ALL the
EXXXERCISES AS INSTRUCTED... it's a
PRECISE SCIENCE or it COULDN'T GET 100%
CONSISTENT NEARLY INSTANT SUCCESS for all
handlers and all dogs in all fields or
utilities and behaviors all over the Whole
Wild World <{) ; ~ )  >

                ALL Critters Only Respond In
              PREDICTABLE INNATE NORMAL NATURAL
                 INSTINCTIVE REFLEXIVE Ways;
      To Situations And Circumstances Of Their Environment
                  Which We Create For Them.

               You GET The Critter You TRAINED

                       A DOG Is A Dog;
                      As A KAT Is A KAT;
                    As A BIRDY Is A BIRDY;
                    As A CHILD IS A CHILD;
                  As A SP-HOWES Is a SP-HOWES.

            In The Problem Animal Behavior BUSINESS
                      FAILURE MEANS DEATH.
                      SAME SAME SAME SAME,
           For The Problem Child Behavior BUSINESS.

         Damn The Descartean War of "Nature Vs Nurture."
              We Teach By HOWER Words And Actions
                 And GET BACK What We TAUGHT.

        ALL Behavior Problems Are CAUSED BY MISHANDLING

          Jer 21 And unto this people thou shalt say,
          Thus saith the LORD; Behold, I set before
          you The Way Of Life, And The Way Of Death.

          2Ki 19:6 And Isaiah said unto them, Thus
          shall ye say to your master, Thus saith
          the LORD, Be not afraid of the words which
          thou hast heard, with which the servants of
          the king of Assyria have blasphemed me.

                 The Puppy Prophet <{); ~ ) >

Date: Tue, 6 Jan 2004 09:41:01 -0500
From: "George von Hilsheimer, Ph.D."
<drv...@mindspring.com>
Subject: "time-out"

Dan, my own firm hatred of punishment has
recently been intensified by meeting The
Puppy Wizard, Jerry Howe, whose work with
dogs is marvelous.

There is a literature on harms caused by time
out, and perhaps you'd like to look at
http://www.dogydoright.com
George von Hilsheimer, Ph.D., F.R.S.H.

"As Sam Corson (Pavlov's last student) demonstrated for
nearly 50 years at Ohio University (Oxford, O.) there
is no treatment more useful for dogs than tender loving
care."

George von Hilsheimer, Ph. D., F. R. S. H., Diplomate,
Academy of Behavioral Medicine

From: "George von Hilsheimer, Ph.D." <drv...@mindspring.com
To: <d...@arcane-computing.com
Sent: Tuesday, January 04, 2005 5:38 PM
Subject: Doggy advice

Scott, Jerry Howe forwarded me the letter below.
I'm glad that you referred negatively to Jerry's
habit of CAPITALIZING and HOWEING everything.

I personally hate this habit of his. I think it is his
way of diluting his authority - IME he is a very modest
fellow. However, contrary to your sneer, he is very
competent at living with dogs.

I thought I'd list a series of actions which I found
on the list, folk asking advice on what to do about
dogs doing this and that, for example:

whining,
humping, hunching,
pacing,
self mutilation - paw licking, side sucking,
spinning,
prolonged barking, barking at shadows,
overstimulated barking,
fighting, bullying other dogs,
compulsive digging,
compulsive scratching,
compulsive chewing,
frantic behavior,
chasing light, chasing shadow,
stealing food,
digging in garbage can,
loosing house (toilet) training.
inappropriate fearfulness
aggression.

The thing that is fascinating to me, as an ethologist who
graduated from college 50 years ago and has spent all of
the intervening time working with animals (including the
human animal), is that you never see any of these behaviors
in wild dingoes, jackals, coyotes or wolves, you don't even
see these behaviors in hyenas (who aren't dog related).

You see these behaviors in human managed animals, especially
animals who live with neurotic hysterical humans.

As Sam Corson (Pavlov's last student) demonstrated for
nearly 50 years at Ohio University (Oxford, O.) there
is no treatment more useful for dogs than tender loving
care.

George von Hilsheimer, Ph. D., F. R. S. H., Diplomate,
Academy of Behavioral Medicine

"The IMBECILITY of some of the claims for operant
technique simply take the breath away. Lovas et al
(1966) report a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are reported to have been learning
new words with alacrity. HOWEver, when REWARDS
were moved to a delayed contingency the behavior and
learning immediately deteriorated."

From: "George von Hilsheimer, Ph.D."
<drv...@mindspring.com>

To: <pdd-aspy...@yahoogroups.com>
Sent: Friday, November 19, 2004 9:31 AM
Subject: How does diagnosis shape treatment?

How does diagnosis shape treatment?

Nearly every week I have a visit from Jerry Howe, who
publicizes himself as The Puppy Wizard. Jerry is a
master at behavioral modification of dogs.

His fundamental bedrock is the work Pavlov's last student,
the late Sam Corson, Ph.D., did at the U of Ohio (at Oxford,O).

Sam always pointed out if the dog stopped working for
you in the lab, Pavlov and he always took the dog away
from the lab, and put him in a loving home and gave him
TLC for a couple of months, and then started, very carefully,
over again.

Jerry believes that reward and constraint focused training
is immoral. I've watched him in one short session calm
impossible dogs, just about to be murdered (oops "put to
sleep") because of their "incorrigibly" violent behavior.

Sam was one of the first people to apply amphetamine to
hyperactivity (he searched the Middle West for hyperactive
dogs); but he never lost sight of the fundamental reality that
a dog is not a human, but does respond, doggily, to dog love.

You might be surprised to go to B. F. Skinner's "Cumulative
Record" and read the essay by Breland and Breland, "The
Misbehavior of Organisms".

Animals cannot be successfully trained unless the trainer
attends to the evolutionary history, the individual's
developmental history, and the environmental niche of
the animal being trained.

Yep, right there in Skinner's last and summary book.
Even with behavior mod, you must know the animal.

<snip>

       Dogs or little boys, you have to know the individual
       history, and the nature of he disorder.

       Dr. Von

       PS if you are interested in dogs, then take
       a look at Jerry's work.

         Dr. George VonHilsheimer writes in

         "Is there a SCIENCE of BEHAVIOR?":

"Valette 1966 is a complete trivialization of
scientific findings. It overstates the case for
reinforcement theory. No careful researcher
would contend that operant techniques CAN ANY
THING MORE than modify SHORT TERM BEHAVIOR in
a highly controlled and limited environment
with a large number of skillful experimenters.

Certainly the most elaborate studies have shown
that the withdrawal or temprary inefficiency of
the reward system is immediately followed by
CESSATION of the programmed behavior.

In fortunate contrast to this depressing paper
is the research reported by Whelan (1966) who
makes the simple but profHOWEND caveat that
"It is only through CORRECT, EFFICIENT APPLICATION
(of operant principles) that children's behavor can
be changed to the extent that they can subsequently
contribute to the REAL WORLD in which they live." "

  "The Methods, Principles, And Philosophy Of Behavior
                   Never Change,
   Or They'd Not Be Scientific And Could Not Obtain
     Consistent, Reliable, Fast, Effective Results
           For All Handler's And All Dogs,
           ALL OVER THE WHOLE WILD WORLD,
                NEARLY INSTANTLY,
  As Taught In Your FREE Copy Of The Puppy Wizard's
   FREE WWW Wits' End Dog Training Method Manual,"
            The Puppy Wizard. <{} ; ~ )  >

Dr. Von continues:

"Whelan illustrates the simple nature or the
learning process by referring to Ferster's
engaging study of two three year old
chimpanzees taught mathematics through
simple procedures. Whelan carries this
EVIDENCE a step futher by pointing HOWET
it's applicability to disturbed children."

      You Get The Critter You Trained

              A Dog Is A Dog
            As A Kat Is A Kat
          As A Birdie Is A Birdie
           As A Child Is A Child
        As A SP-HOWES Is a SP-HOWES.

       ALL Critters Only Respond In
  PREDICTABLE INNATE NORMAL NATURAL INSTINCTIVE
              REFLEXIVE Ways
To Situations And Circumstances Of Their Environment
         Which We Create For Them.

        Damn The Descartean War of
          "Nature Vs Nurture."
    We Teach By HOWER Words And Actions
       And GET BACK What We TAUGHT.

  In The Problem Animal Behavior BUSINESS
          FAILURE MEANS DEATH.
              SAME SAME,
 For The Problem Child Behavior BUSINESS.

Dr. Von continues:

"If chimpanzees CAN LEARN mathematics through step
by step learning AT THEIR OWN PACE, reinforced
primarily by CORRECT ANSWERS rather than with
"fruit loops and rasins", we can assume that even
developmentally RETARDED or CONfHOWENDED children
CAN LEARN as well.

Moreover, Whelan makes the EXXXTREMELY important
point that while most teachers assume that learning
takes place verbally, primarily it is a non verbal
process..

Unfortunately Whelan limits himself to the problem
that "teachers must not only modify or remove specific
deviant behaviors, but must also develop socially
acceptable behavior patterns in the classroom and
classroom conditioned goals, NOT LEARNING.

Other researchers have emphasized the importance
of adult behaviors in conditioning classroom behavior.
An EXXXCELLENT review of this research showd that
tantrum behavior, excessive crawling and dependency,
isolated play, passivity, spelling failure, and other
problem behaviors can be managed by altering habitual
adult responses to children (Harris, Wolf and Baer, 1964) .

Such RESEARCH holds GREATER PROMISE in that alteration
of the conditioning social environment seems to provide
more STABLE and LASTING CHANGES than "M and M's". Moreover,
a great deal of work has been done developing EFFECTIVE
techniques of behavior modificaton through the conditioning
social environment of peers (Hartup, 1964). These directions
would seem more PRODUCTIVE than a simple minded trainslation
of the Skinner cage to the classroom.

Skinner (1963) pointed HOWET that operant techniques
can "be utilized fully ONLY IF we REDEFINE the GOALS
of education and the CONDITIONS in the educational
environment under which those goals may be reached...
(through) a DIFFERENT KIND of educational research
which is much more closely concerned with the immediate
dimensions of the student's behavior than with gross
changes such as IMPROVED PERFORMANCES."

UNFORTUNATELY, neither Skinner nor ANY OTHER
learning theorist has provided us with a working
model of a school or research enterprise based
on systemic and thorough-going APPLICATION of
LEARNING PRINCIPLES.

Skinner (1948, 1953) approaches a definition of the
philosophical issues involved, and provides an utopian
model of a school, but generally psychologists seem
STUCK at a level of MANAGEMENT of an aggressively
disturbing child in the classroom, through peer approval,
or the aplication of accelerating CONsequences in the
classroom, or scientifically S-HOWENDING tactics like
"TIME HOWET" (which we used to know more simply
as "sendin the kid to the cloakroom").

Hobbs (op. cit.) claims that the classroom is a
natural environement for the child. Thelen (1965)
contends that "classroom practices are UNnatural,
UNreasonable, and 'against NATURE.' "This would
seem the central issue for the philosophy of education.
Mere trivial application of research findings to an
institution essentially unchanged from Sumerian academies
(Kramer, 1962) will NOT create useful teaching for
human beings.

It seems relevant to ask EXXXACTLY WHAT do we
know abHOWT the learning situation in which HOWER
children find themselves, and why, in the light of HOWER
knowledge, do we do any of the things that schools do?"

We know that there is little agreement among adults
as to what it is they are SUPPOSED to be DOING,
what something to do could be that MIGHT be
EFFECTVE, and what it IS that other people who
have authority over children ought to be doing (Mc-
Eachern and Taylor, 1967). Wherefor the child's
CONfusiHOWEN?

It is NO WONDER that the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's social
behaviors shaping the child (Whaler, 1966). Some
clinics have reported ELIMINATION ofthe need for
child THERAPY through changing the clinical emphasis
from clinical to parental HANDLING of the child
(Szrynski 1965).

A large number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents temporarily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966).

Probably the most absurd figure in Amaerican mass
media is the TEACHER (Gerbner, 1966). HOWE can
we EXXXPECT children to LEARN responsible P-HOWER
from models of IMPOTENCE? We KNOW that LEARNING
a complex ritualized social role, is facilitated
by observation of an INTELLIGIBLE MODEL much more
effectively than by trial and error with REINFORCEMENT.

Roles which are relatively arbitrary and senseless are
the most difficult to learn (Luchins, 1966). Do we make
ANY EFFORT as teachers to CORRECT the massive impact of
media?

HOWE can the ARBITRARINESS and SENSELESSNESS
of IMPOTENT ADULT MODELS be redeemed by anything
short of RELEVANCE and COMMITMENT?

As an engaging final comment on the PROFESSION
let me mention the little study by Dittman et al (1965)
tha when 15 psychotherapists and 9 professional dancers
evaluated facial and bodily expressons for effect the
dancers were much MOORE accurate. Need we say MOORE
abHOWET the training of therapists?

THE OPERANT FALLACY

Programs utilizing the "contingencies of reinforcement
model" proposed by Skinner (1963) ar no more well
established in research than the various dynamic
therapists. Research in four areas : 1) direct evaluation
of programmed systems for elarning; 2) reinforcement;
3) cognitive dissonance; and 4) motivation, MOST SURELY
DEMOLISH the claims of operant programers.

The 190 studies annotated by Schramm (1964) when
inspected display NO SIGNIFICANT DIFFERENCES
in SUCCESS among approaches and modifications.
Programmed instruction is no worse than conventional
instruction, and takes less time, but time reductions in
conventional instruction has frequently been shown
possible without detrimental effects. If you draw your
controls cagily you can always show the superiority of
your PET technique.

Moore and Smit (1964) compared variations on
programmed materials, machines, texts, written
responses, merely reading, free response, multiple
choice, and iving or not giving the students results.
There were NO SIGNIFICANT DIFFERENCES despite
Skinner's insistence on the importance of the
CONTINGENCY of REINFORCEMENT. Carpenter
and Greenhill (1963) could find NO DIFFERENCE
in RESULTS even after eliminating the self-pacing
feature by presenting the materials by TV or Video.

Krumboltz and Kiesler (1965) reported that a two month
follow up test showed NO DIFFERENCE between students
given a variety of reinforcement schedules. Mayo and
Longo (1966) report that naval and marine trainees
saved 30% of time in learning electronics fundamentals
through a programed course witrh superior scores on one
measure but not on another, and with no follow-up reported.

The same authors reported a reductionj from 26 HOWERS
to 19 HOWERS in instruction time through the use of
program with NO DIFFERENCE in test scores, except
that as longer blocks of materiallearned through
programmed means were tesed the scores DECREASED.

When the control instruction is manipulated an entirely
DIFFERENT picture emerges Jacobs and Kulkarni (1966)
assignedstudents in three different schools to classes
with standard programmed material giving immediate
knowledge of results to classes without results and to
classes with the order of sections of the program inverted.

In two schools the groups without knowledge of results
and the groups with inverted material SCORED HIGHER.
In one school there was NO DIFFERENCE. So much for
THEORY. Reid and Taylor (1965) presented a linear
program on paper-making to 60 paid undergrads with
a 12 week follow up test. The group which merely
read learned the same material in 154 minutes to
243 minutes for the group given responses- a
REVERSAL of the usual BIASED RESULTS based
on POOR CON-TROLLS. There were no differences
on post tests.

Spagnoli (1965) reports on a study exposing the control
and programed group to the same material in a concentrated
effort over a limited period of time. There were NO
SIGNIFICANT DIFFERENCES.

Sassenrath and Garverick (1965) gave 4 matched
groups of 120 students four procedures: 1) looking
up the wrong answers, 2) having questions discussed
by the instructors, 3) checking answers from correct
ones on the board, and 4) no feedback. The discussion
method proved best.

Finally, in studying means of training men to perform
a 72 action prcedure on Nike-Hercules equipment,
Cox and Boren (1965) demonstrated that the time
required to learn the procedure to critterion was NO
DIFFERENT when the actions were organized into
seven operant spans and taught in reverse order, in
natural order, or without grouping into operant spans
at all.

IT IS CLEAR that as comparisons became more
sophisticated programed instruction and other
operant teaching techniquesreveal tehemselves
as simply another prestigiHOWES FAD--somewhat
better than conventional instruction in saving time,
but certainly not providing a better or better organized
or more independently useful GRASP of KNOWLEDGE.

The IMBECILITY of some of the claims for operant
technique simply take the breath away. Lovas et al
(1966) report a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are reported to have been learning
new words with alacrity. HOWEver, when REWARDS were
moved to a delayed contingency the behavoir and learning
immediately deteriorated.

Despite this, and despite the fact that there was no
evidence of cognitive association with the words, the
authors leap to the conclusion that the fact that the
boys improved in the acquisition of Norwegian words
WITHOUT REWARDS while still being given English
words WITH REWARDS suggest hat the children may
be able to acquire new behaviors on their own.

The need for this study escapes one, particularly in
view of the very well established fact that schizophrenics
condition quite readily (Mednick, 1958)

One can see the "SCIENTIFIC" PRECISION by which the
authors drop contingent reinforcements thus PROVING
that the parrot behavior was indeed caused by the
schedule and NOT by some other mystical force.

The use of Norwegian to demonstrate learning that
could not even remotely be related to previous history
is a grotesquery too bizarre to be credited. Who could
possibly doubt that this useless and probably damaging
trained seal routine depended on the psychologist's antics?

What on earth led them to believe that a schizophrenic
needs even more other-focused responsiveness?

Lovaas et al (1965) reported three programs carried
out on five year old autistic twins conditioining them
to "social behavior" and to eliminate pathologial
behaviors such as self-stimulation and tantrums.

Affectionate and other social behaviors toward
adults increaseed after adults had been associated
with shock reduction. The routine for this treatment
brings immediate relief to mind Sawrey and Wesz
(1956) routine for producing ulcers in monkeys.

I suppose it is USELESS to speculate on the source
of SO CALLED THERAPISTS willingness to experiment
on human beings with procedures for which there is
sound experimentally established WARNINGS. If the
"double blind" theory of the origin of schizophrenia
(Bateson, 1956) is at all valid, HOWE DEVASTATING
the experience must ULTIMATELY BE.

Do Lovaas et al REALLY BELIEVE the schizophrenic
has no cognitive processes and DOES NOT KNOW
WHO IS RESPONSIBLE FOR THE SHOCK? Greger
(1965) criticized this study on the basis that
trainsfer CANNOT be generalized.

That issue can be answered by experience, and,
of curse, the "social" behavior of these children
deteriorates as soon as the psychologists LOOSE INTEREST.

The IMPORTANT ISSUE for a SCIENCE OF BEHAVIOR
is why not attempt those things which are KNOWN to
WORK at least in some cases if only for control puporses.

Kanner (1954) reports that 13 classically autistic
children improved enough to go to school without
"anything that is regarded as good psychotherapy or
as psychotherapy at all..."

Autistic children have been known to become
permenantely social by deinstitutionalization,
BY REMOVAL from the parents, BY RADICAL CHANGES
in other environments, and by MASSIVE DOSAGE of
TOUCHING, HOLDING, FONDLING LOVE DESPITE THE
REJECTION OF THE CHILD.

My case, Larry, (vonHilsheimer, 1965b), demonstrates
a recovery by using the mother as an autistic boy's
teacher in an open millieu. It is curiHOWES that the
operant technicians provide as few, and as UNIMAGINITAVE
controls for thier "research" as the Freudians.

REWARD / PUNISHMENT

Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVERY LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge,
demonstrated HOWE we escape the phenomenon
that an expected reward not received is experienced
as a punishment and can produce extensive and
persistent aggression (Azrin et al, 1966).

MIMICRY, PLAY, EXPLORATION AND
THE NEED FOR DATA

Complex activities are LEARNED MORE QUICKLY
through OBSERVATION (copying, if you will) than
by trial and error with reinforcemet (Luchins,).
Observers of subjects making a first trial of a multiple
choice bolt head maze made fewer errors than the
practiced subjects in the second run, while subjects
who have been shocked for error on a first trial made
more errors than either (Rosenbaum & Hewitt, 1966).
Students will modify their beliefs more when rewarded
for the way in which they carried out arguing for a
disagreeable position (role reward), than when rewarded
for the content of the argument (Wallace, 1966).

===================

           INTRO TO WITS' END DOG TRAINING MANUAL
           George von Hilsheimer, Ph.D. F.R.S.H.

Several years ago one of my old students telephoned
to me and asked me what I knew about Doggie Do
Right, a device to cause your neighbor's dog to stop
barking.

I had not heard of the device, nor its inventor, Jerry
Howe, but I telephoned, read his website, and told
my graduate that I thought the device was worth a
trial - indeed I shut up the dogs in my neighborhood
by turning on Jerry's supersonic device.

After all we all know that dogs respond to whistles
humans cannot hear, so why not respond to "attaboy"
sounds which humans cannot hear.

My student lived far from my Florida homestead, so
he tried it on the three incredibly savage, hyperactive
and noisy dogs who lived behind a tall fence just 3 feet
back of his bedroom.

Hot rats! The device worked,

Andy got his sleep and I didn't think much of the
matter again.

A few months ago I had new neighbors on each
side of my house, four of them, all with noisy
unshuttupable dogs. Argh!

So I foned Andrew in Virgina, received the intelligence
that his neighbors dogs were still quiet, and then I foned
Jerry Howe, the inventor of Doggie Do Right, who came
to visit me.

Merlin walked into my office.

Jerry is a slender fellow with a belly button lenghth grey
beard tapering down his chest. I liked him immediately,
and I applied his instrument to the neighborhood again
which again became silent.

It occured to me that if this ultrasonic field worked with
dogs that we ought at least to ask the question, what
happens to humans in range of the device???

I asked Jerry to give me a list of customers and began
inquiring among them. One thing became immediately
evident. The Doggie Do Right not only shuts up your
neighbors' dogs, it calms and modifies your husband's behavior.

Holey Moley, Captain Marvel, this device has major potential.

In the meantime Jerry gave me a copy of his Wits End
Dog Training Manual. I was delighted. He also introduced
me to the world of professional dog trainers some of whom
even have Ph.D.s in psychology.

This was not such a delight as it appeared that none
of these luminaries had actually read Skinner, Lazarus
or other fountains of wisdom in psychology. Indeed, it
seemed as though they knew very little about the laws
of behavior at all!

Punishment and confrontation seemed to be their
major stock in trade.

Well, if you go to my website, www.drbiofeedback.com
you can read of the career of Sam Corson, I.P. Pavlov's
last student.

Sam demonstrated that rehabilitation of hyperactive
dogs can easily and readily be done using TLC, tender
loving care is at the root of the scientific management
of doggies.

Pavlov told us so 100 years ago.

So what are these degreed morons doing punishing
dogs, and shouting "NO" into their doggie faces? If
you pick up B.F.Skinner's last book, CUMULATIVE
RECORD, included in it is an essay by Keller Breland
and Maryann Breland entitled THE MISBEHAVIOR OF ORGANISMS.

Skinner deliberately included his students' chapter
to emphasize that you cannot manage the behavior
of animals unless you take into consideration 1. the
animal's evolutionary niche (who is the animal?);
2. the animal's personal history (who is the animal?)
and 3, the instinctive repetoire of the animal (who is
the animal?) and 4. the personality of the animal (who
is the animal?).

The Brelands moved far from the white rat. "Thirty-eight
species, totaling over 6,000 individual animals, have been
conditioned, and we have dared to tackle such unlikely
subjects as reindeer, cockatoos, raccoons, porpoises,
and whales."

Jerry Howe spends most of his times with dogs, but
he has learned Pavlov's lesson well. Dogs are individuals,
they are individual DOGS, and they respond most directly
and immediately to love and tender loving care.

Read with pleasure, and then go love your dog.

George von Hilsheimer, Ph.D., F.R.S.H.
Who's Who Honoree since 1983

            From: TooCool (larrym...@hotmail.com)

        The Puppy Wizard's Wits End Training Method

      I have studied canine behavior and dog training for
      years. I have a huge library that covers every system
      of training.

      The Puppy Wizard's (Jerry Howe's) Wits' End Training
      Method is by far the most scientific, the most advanced,
      the kindest, the quickest and the most effective training
      method yet discovered.

      It is not an assortment of training tips and tricks; it is
      a logically consistent system. Every behavior problem
      and every obedience skill is treated in the same logically
      consistent manner.

      Please study his manual carefully. Please endeavor to
      understand the basis of his system and please follow
      his directions exactly. His manual is a masterpiece.
      It is dense with theory, with explanation, with detailed
      descriptions about why behavior problems occur and
      how their solution should be approached.

      One should not pick and choose from among his methods
      based upon what you personally like or dislike. His is
      not a bag of tricks but a complete and integrated system
      for not only training a dog but for raising a loving
      companion.

      When I once said to Jerry that his system creates for
      you the dog of your dreams, his response was that it
      produces for your dog the owner of his dreams.

      You see, Jerry has discovered that if you are gentle
      with your dog then he will be gentle with you, if you
      praise your dog every time he looks at you, then you
      will become the center of your dogs world, if you use
      Jerry's sound distraction with praise, then it takes
      just minutes-sometimes merely seconds-to train your
      dog to not misbehave (even in your absence) (Just 15
      seconds this morning to train my 10 week old puppy to
      lie quietly and let me clip his nails).

      Using Jerry's scientific method (sound distraction /
      praise / alteration / variation) it takes just minutes to
      train you dog to respond to your commands.

      What a pleasure it was for me to see my 6 week old
      puppy running as fast has his wobbly little legs would
      carry him in response to my recall command-and he
      comes running every time I call no matter where we are
      or what he is doing.

      At ten weeks old now, my puppy never strains upon
      his leash thanks to Jerry's hot & cold exercises and
      his Family Pack Leadership exercises.

     Jerry has discovered that if you scold your dog, if you
     scream at him, if you intimidate him, if you hurt him,
     if you force him then his natural response is to oppose
     you.

     Is Jerry a nut?

    It doesn't make any difference to me whether he is or not.
    It is a logical fallacy to judge a person's ideas based upon
    their personality. As far as dogs are concerned, Jerry
    wears his heart upon his sleeve. It touches him deeply
    when he hears of trainers forcing, intimidating, scolding
    or hurting dogs.

    More than that, he knows  that force is not effective
    and that it will certainly  lead to behavior problems;
    sometime problems so severe  that people put their
    dogs down because of those problems.

   I believe that it is natural for humans to want to control
   their dog by force. Jerry knows this too. We have all been
   at our wits' end, haven't we?

   Dogs have a natural tendency to mimic. In scientific
   literature it is referred to allelomimetic behavior. Dogs
   respond in like kind to force; they respond in like kind
   to praise.

  Don't bribe your dog with treats; give him what he
  wants most-your kind attention. Give him your praise.
  You will be astonished at how your dog 's anxiety will
  dissipate and how their behavior problems will dissipate
  along with their anxiety.

  Treat Jerry Howe's (The Puppy Wizard) Wits' End
  Training Method as a scientific principle just as you
  would the law of gravity and you will have astounding
  success.

  Dog behavior is just as scientific as is gravity.

  If you follow Jerry's puppy rules you will get a sweet little
  Magwai; if you don't you will surely get a little gremlin
  (anyone see The Gremlins?). --Larry

       Instrumental / Classical / Operant / Conditioning
           CC / OC / IC / -P +P / +R -R / S R / R S
              It's ALL The SAME SAME SAME SAME
                        <{); ~ ) >

George von Hilsheimer, Ph.D., F.R.S.H.

From: "George von Hilsheimer, Ph.D." <drv...@mindspring.com>
Subject: The Amazing Jerry's take on psychobabble
Date: Fri, 29 Jul 2005 12:13:44 -0400

   You might improve the learning of folk who actually
live with and train dogs to do useful things if you
excluded everyone who uses psychobabble from your lists.

I recommend to all of you who wish to taste the flavor
of sensible animal behaviorists to read THE MISBEHAVIOR
OF ORGANISMS, Breland and Breland.

This married pair of psychologists began the long trail
of highly trained animals who are symbolized by Shamu
eating a mackrel from a girl's hand instead of eating
the much more tasty pretty girl who is exactly the size
of the natural food of killer whales, seals.  Yum!

The essay, by the way, is a chapter in B.F. Skinner's
summing up book, CUMULATIVE RECORD.  They include a
sentence which more or less says, "unless you understand
the personal history of the particular animal, and the
history of this animal's species and group, the developmental
history of the animal, you cannot effectively train the animal.

Pigs root and hen's scratch, if you try to train hens without
scratching or pigs without scratching or pigeons without pecking,
you aren't going to have much success.

A conditional reflex is one which is learned, the original
primitive reflex occurs no matter what the history of the
animal, and is hard wired.  If you train the animal to respond,
say by ringing a bell immediately before turning on a bright
light, then you've taught the animal and made his native reflex
of pupil constriction conditional upon the ringing of a bell.

Thorndyke added some terminology to this kind of training
and insisted that when you train the animal to make gross
motor responses that this learning is "instrumental", the
animal takes action and uses an instrument.

The Russian word translated as "conditional" in all other
contexts was mistranslated by Pavlov's American translator,
Horsley Gannt, as "conditioned" and so American psychology
went haring after phantasmagora.

The major theorists for the development of the language of
operant conditioning are Edward Thorndike, John Watson, and
B. F. Skinner. Their approach to behaviorism played a major
role in the development of American psychology.

They proposed that learning is the result of the application
of consequences; that is, learners begin to connect certain
responses with certain stimuli. This connection causes the
probability of the response to change (i.e., learning occurs.)

Thorndike labeled this type of learning instrumental. Using
consequences, he taught kittens to manipulate a latch (e.g.,
an instrument). Skinner renamed instrumental as "operant"
because in this learning, one is "operating" on, and is
influenced by, the environment. Where classical conditioning
illustrates S-->R learning, operant conditioning is often
viewed as R-->S learning since it is the consequence that
follows the response that influences whether the response
is likely or unlikely to occur again.

It is through operant conditioning that
voluntary responses are learned.

One should note that Russian Psychology did very well
without the operant language, and only pettifogging
university professors ought to worry about what kind
of label we attach to the learning.  Pfui!

Even Skinner understood this!

And please note if you saw the original movie, THE
MANCHURIAN CANDIDATE, you saw a Chinese psychologist
who was based on Andrew Salter, CONDITIONED REFLEX
THERAPY.

Alas, Salter didn't have a Ph.D., but he basically rescued
us from the long Freudian nightmare and returned psychotherapy
to a scientific basis.  Alas, the 2nd movie didn't even cite
Salter as a source.  "...all the highest nervous activity, as
it manifests itself in the conditional reflex, consists of a
continual change of these three fundamental processes --
excitation, inhibition and disinhibition."  Ivan P. Pavlov

George von Hilsheimer, Ph.D., F.R.S.H.

What's important is, "does Shamu reliably eat
the fish and not the pretty girl?"

George von Hilsheimer, Ph.D., F.R.S.H.
Death Producing Ulcers: "Emotional Influences
On Health & Behavior" Dr. George Von Hilsheimer

       Emotional Influences On Behavior

       Illness is directly related to depression and lack of
       adjustment, particularly to a new environment (Parens,
       McConville & Kaplan, 1966).

       A WIDE RANGE of PSYCHOSOMATIC or
       CORTICOVISCERAL DIS-EASES was surveyed
       by Wittkower (1965) to demonstrate the enormous
       importance of emotional factors in general health.

       Interview findings of emotional material (recently
       experienced hopelessness) pryor to biological
       examinations correctly identified 11 out of 19 with
       cervical cancer, and 25 of 32 who were cancer free
       even though psychological tests failed to discriminate
       these groups (Schmale & Iker, 1966)

       150 lung cancer patients showed significantly
       constricted expression of emotions. The had fewer
       childhood behavior problems, and lower neuroticism
       score than their cancer free controls. Heavy cigarette
       smokers who DO NOT INHALE are more apt to have LUNG
       CANCER. They, too, show LOWER neuroticism scores.
       Among heavy cigarette smokers poor emotional
       expression is as highly related to cancer as urban
       residence and is more important than a chronic cough
       or an air polluted environment (Kissen, 1966).

       A ten year observation of all the women who developed
       cancer in an isolated pupulation of 2,550 showed that
       they tended to be unstable or sub stable personalities
       characterized by melancholy and extraversion,
       especially marked with those of an undecided body
       build (Hagll, 1966). Personality dynamics effect both
       the development of cancer and it's SITE. Cancer
       may result from what appears to be a failure to grow--
       somatically, behaviorally and psychologically
       (Grinker, 1966).

       In 109 cases leukemia and lymphoma were associated
       with a number of losses or separations and with
       feelings of sadness, anxiety, anger or hopelessness.
       The PRIMARY FACTOR seems to be the shame and
       hopelessness of running out of psychological resources
       (Green, 1966). Cervical cancer patients are less
       emotionally responsive, more isolative, and less
       frequently diagnosed as having clinical neuroses than
       cancer free patients. There is NO CLEAR DIFFERENCE in
       their FEELINGS and ATTITUDES toward coitus (Rotkin,
       Qunk, & Couchman, 1965).

       Schmidt (1966) surveyed nearly 100 studies of
       behaviorally induced DIS-EASE in animals CONFIRMING
       and EXTENDING the DATA on PEOPLE. Behaviorally
       induced DIS-EASES tend to fall into two groups;
       (1) Hysteriform problems, which INCLUDE HYSTERICAL
       SEIZURES and FORMS of AGGRESSION as well as
       collective panic and epilepsies;
       (2) organic modifications, including functional
       difficulties and lesions affecting gastro intestinal,
       cardio vascular, respiratory, sexual, endocrine, skin,
       urinary, and neuro muscular systems.

       It is INTERESTING, and SLIGHTLY HORRIFYING,
       to note that the ONLY SCIENTIFIC RELEVANCE of
       the standard six hour school day that I have been able
       to detect in research is that Sawrey and Weisz quite
       by accident found that six hours on and six hour off of
       "EXECUTIVE  BEHAVIOR" in monkeys was the ONLY
       TIME STRUCTURE that INDUCED DEATH PRODUCING
       ULCERS.

            All truth passes through three stages.
                  First, it  is ridiculed.
               Second, it is violently opposed.
         Third, it is accepted as being self-evident.
                   -Arthur Schopenhauer

            "Thank you for fighting the fine fight--
                even tho it's a hopeless task,
                     in this system of things.
                As long as man is ruling man,
             there will be animals (and humans!)
                  abused and neglected. :-(
                   Your student," Juanita.

        "If you've got them by the balls their hearts
                   and minds will follow,"
                       John Wayne.

             The Amazing Puppy Wizard. <{} ; ~  )  >