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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Origins and Domestication | |
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| Archeological Record | |
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| Domestication: Processes and Definitions | |
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| Biological and Behavioral Evidence | |
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| Effects of Domestication | |
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| The Silver Fox: A Possible Model of Domestication | |
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| Selective Breeding, the Dog Fancy, and the Future | |
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| References | |
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| Development of Behavior | |
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| The Critical or Sensitive Period Hypothesis | |
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| Early Development and Reflexive Behavior | |
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| Socialization: Learning to Relate and Communicate | |
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| Learning to Compete and Cope | |
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| Learning to Adjust and Control | |
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| Preventing Behavior Problems | |
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| References | |
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| Neurobiology of Behavior and Learning | |
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| Cellular Composition of the Brain | |
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| Hindbrain and Midbrain Structures | |
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| Diencephalon | |
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| Limbic System | |
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| Learning and the Septohippocampal System | |
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| Cerebral Cortex | |
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| Neurotransmitters and Behavior | |
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| Neural Substrates of Motivation (Hypothalamus) | |
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| Neurobiology of Aggression (Hypothalamus) | |
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| Neurobiology of Fear | |
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| Autonomic Nervous System-mediated Concomitants of Fear | |
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| Neurobiology of Compulsive Behavior and Stereotypies | |
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| Neurobiology of Attachment and Separation Distress | |
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| Psychomotor Epilepsy, Catalepsy, and Narcolepsy | |
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| References | |
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| Sensory Abilities | |
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| Vision | |
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| Audition | |
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| Olfaction | |
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| Vomeronasal Organ | |
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| Gustation | |
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| Somatosensory System | |
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| Reflexive Organization | |
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| Extrasensory Perception | |
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| References | |
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| Biological and Dispositional Constraints on Learning | |
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| Nature Versus Nurture | |
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| Instincts, "Fixed" Action Patterns, and Functional Systems | |
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| Instinctual Learning | |
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| Preparedness and Selective Association | |
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| Instinctive Drift and Appetitive Learning | |
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| Contrafreeloading | |
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| Genetic Predisposition and Temperament | |
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| Breed Variations | |
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| Inheritance of Fear | |
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| Heredity and Intelligence | |
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| References | |
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| Classical Conditioning | |
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| Pavlov's Discovery | |
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| Basic Conditioning Arrangements Between Conditioned Stimulus and Unconditioned Stimulus | |
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| Common Examples of Classical Conditioning | |
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| Konorski's Conceptualization of Reflexive Behavior | |
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| Rescorla's Contingency Model of Classical Conditioning | |
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| Stimulus Factors Affecting Conditioned-Stimulus Acquisition and Maintenance | |
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| Conditioned Compound Stimuli | |
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| Higher-Order Conditioning | |
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| Generalization and Discrimination | |
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| Extinction of Classical Conditioning | |
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| Spontaneous Recovery and Other Sources of Relapse | |
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| Habituation and Sensitization | |
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| Special Phenomena of Classical Conditioning | |
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| Classically Generated Opponent Processes and Emotions | |
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| Counterconditioning | |
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| Classical Conditioning and Fear | |
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| References | |
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| Instrumental Learning | |
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| Differences Between Classical and Instrumental Conditioning | |
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| Theoretical Perspectives | |
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| Thorndike's Connectionism | |
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| Guthrie's Learning Theory and Behavior Modification | |
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| Tolman's Expectancy Theory | |
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| B. F. Skinner and the Analysis of Behavior | |
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| Basic Concepts and Principles of Instrumental Learning | |
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| Motivation, Learning, and Performance | |
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| Antecedent Control: Establishing Operations and Discriminative Stimuli | |
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| Premack Principle: The Relativity of Reinforcement | |
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| Learning and the Control of the Environment | |
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| Schedules of Positive Reinforcement | |
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| Everyday Examples of Reinforcement Schedules | |
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| Hope, Disappointment, and Other Emotions Associated with Learning | |
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| Matching Law | |
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| Extinction of Instrumental Learning | |
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| Differential Reinforcement | |
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| Attention Control | |
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| Training and Stimulus Control | |
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| Shaping: Training Through Successive Approximations | |
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| Adduction | |
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| Chaining: Ordering Complex Performances | |
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| Prompting, Fading, and Shadowing | |
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| Rehearsal and Staging | |
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| Transfer of Learning | |
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| Behavioral Contrast and Momentum | |
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| Social Learning | |
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| Higher-Order Classes of Behavior | |
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| Attention and Learning | |
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| A Brief Critique of Traditional Learning Theory | |
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| Prediction-Control Expectancies and Adaptation | |
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| Conclusion | |
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| References | |
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| Aversive Control of Behavior | |
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| Fear and Pain | |
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| Negative Reinforcement and Avoidance Learning | |
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| Mowrer's Two-Process Theory of Avoidance Learning | |
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| A Cognitive Theory of Avoidance Learning | |
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| Safety Signal Hypothesis | |
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| Species-Specific Defensive Reactions and Avoidance Training | |
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| Punishment | |
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| P+ and P-: A Shared Emotional and Cognitive Substrate? | |
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| Punishers, Rewards, and Verifiers | |
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| Direct and Remote Punishment | |
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| Using Time-out to Modify Behavior | |
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| How to Use Time-out | |
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| Types of Time-out | |
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| Time-out and Social Excesses | |
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| Negative Practice, Negative Training, and Overcorrection (Positive Practice) Techniques | |
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| Remote-Activated Electronic Collars | |
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| Misuse and Abuse of Punishment | |
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| Abusive Punishment: The Need for Universal Condemnation | |
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| General Guidelines for the Use of Punishment | |
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| References | |
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| Learning and Behavioral Disturbances | |
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| Experimental Neurosis | |
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| Gantt: Schizokinesis, Autokinesis, and Effect of Person | |
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| Liddell: The Cornell Experiments | |
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| Masserman: Motivational Conflict Theory of Neurosis | |
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| Frustration and Neurosis: The Theories of Maier and Amsel | |
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| Learned Helplessness | |
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| Post-Traumatic Stress Disorder | |
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| Conflict and Neurosis | |
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| Neurosis and the Family Dog | |
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| References | |
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| Human-Dog Companionship: Cultural and Psychological Significance | |
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| Theories of Pet Keeping | |
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| Forming the Ancient Bond | |
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| Affection and Friendship | |
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| The Effect of Person | |
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| When the Bond Fails | |
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| Psychoanalysis and the Human-Dog Bond: Conflicts and Contradictions | |
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| Communicating, Relating, and Attachment | |
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| The Question of Animal Awareness | |
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| Mysticism | |
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| Dog Devotion: Legends | |
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| Cynopraxis: Training and the Human-Dog Relationship | |
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| References | |
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| Index | |