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Demonstrate knowledge of the psychology of learning used in the
training of quarantine detector dogs
Level
4
Credits
6
Purpose
People credited with this unit standard are able to demonstrate knowledge of:
factors which affect learning in dogs; classifications of learning for dogs;
associative learning theories and their application in training a quarantine
detector dog; reinforcement in the learning process of a dog; the use of
punishment as a means of decreasing unwanted behaviour; extinction as a
consequence of operant or classical conditioning; and motivation in dogs and
its relevance to the selection and training of a quarantine detector dog.
Subfield
Biosecurity
Domain
Border Quarantine
Status
Registered
Status date
18 December 2006
Date version published
18 December 2006
Planned review date
31 December 2011
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
Competenz
Accreditation and Moderation Action Plan (AMAP) reference
0173
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
The training manual refers to the MAF Quarantine Detector Dog Programme Training
Manual, produced by the Ministry of Agriculture and Forestry Quarantine Service
(MAFQS). The manual is a restricted document available only to staff of MAFQS
warranted or authorised under the Biosecurity Act 1993.
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2
Risk goods are defined in the Biosecurity Act 1993 as ’any organism, organic
material, or other thing, or substance, that, (by reason of its nature, origin, or other
relevant factors) it is reasonable to suspect constitutes, harbours, or contains an
organism that may cause unwanted harm to natural and physical resources or
human health in New Zealand; or interfere with the diagnosis, management, or
treatment, in New Zealand of pests or unwanted organisms.’
3
Legislation applying to this unit standard includes the Biosecurity Act 1993,
Diplomatic Privileges and Immunities Act 1968, Trade in Endangered Species Act
1989, Conservation Act 1987, Animal Welfare Act 1999, Dog Control Act 1996, and
their subsequent amendments.
Elements and performance criteria
Element 1
Demonstrate knowledge of factors which affect learning in dogs.
Performance criteria
1.1
The reasons why dogs learn are described in accordance with the training
manual.
1.2
Factors which affect a dog’s learning are described in accordance with the
training manual.
Range
1.3
age and developmental periods, differing methods of learning,
conditioning, reinforcement, punishment.
The developmental periods in the life of a dog are described in accordance with
the training manual.
Range
neonatal, transitional, socialisation, juvenile, mature, geriatric.
Element 2
Demonstrate knowledge of classifications of learning for dogs.
Performance criteria
2.1
The classification of learning for dogs is described in accordance with the
training manual.
Range
2.2
associative, trial and error, observational,
habituation, learning set, shaping.
insight,
latent,
Types of associative learning are described in accordance with the training
manual.
Range
classical, operant.
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2.3
Types of learning processes affecting dog behaviour are described in
accordance with the training manual.
Range
trial and error, insight, observational, latent, habituation, learning
set, shaping.
Element 3
Demonstrate knowledge of associative learning theories and their application in training a
quarantine detector dog.
Performance criteria
3.1
Classical conditioning is described in accordance with the training manual.
Range
3.2
unconditioned stimulus, unconditioned response, conditioned
stimulus, conditioned response.
Operant conditioning is described in accordance with the training manual.
Range
stimulus, response, reinforcement.
3.3
Habituation is described in accordance with the training manual.
3.4
Shaping is described in accordance with the training manual.
Element 4
Demonstrate knowledge of reinforcement in the learning process of a dog.
Performance criteria
4.1
Types of reinforcement are explained in accordance with the training manual.
Range
primary, secondary, positive, negative.
4.2
Reinforcement of learning is explained in terms of the distinction between
positive and negative reinforcers, in accordance with the training manual.
4.3
Schedules of reinforcement and their effect are explained in accordance with
the training manual.
Range
4.4
interval, ratio, fixed, variable.
Rules of effective reinforcement are explained in accordance with the training
manual.
Range
immediate, consistent, varied,
application of schedules.
desirable,
repetition,
correct
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Element 5
Demonstrate knowledge of the use of punishment as a means of decreasing unwanted
behaviour.
Performance criteria
5.1
The use of punishment is explained in terms of the distinction between positive
and negative types of punishment in accordance with the training manual.
5.2
Rules of decreasing unwanted behaviour by the use of punishment are
explained in accordance with the training manual.
5.3
Problems arising from the wrong application of punishment as a behaviour
modifier are described in accordance with the training manual.
Range
desensitivity, redirected behaviour, reduced motivation, learned
helplessness.
Element 6
Demonstrate knowledge of extinction as a consequence of operant or classical
conditioning.
Performance criteria
6.1
The consequences of non-reinforcement of desired behaviour are explained in
accordance with the training manual.
6.2
The effect of non-reinforcement of undesired behaviour is explained in
accordance with the training manual.
6.3
Spontaneous recovery is explained in terms of the relinking of the stimulusresponse reinforcement chain.
Element 7
Demonstrate knowledge of motivation in dogs and its relevance to the selection and
training of a quarantine detector dog.
Performance criteria
7.1
The causes of variation in the relationship between stimulus and response are
described in accordance with the training manual.
7.2
Types of motivation are described in terms of their effect on the stimulusresponse relationship, in accordance with the training manual.
Range
general, specific.
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7.3
Measures of motivation are described in accordance with the training manual.
Range
7.4
latency to respond, number of responses in unit time, strength of
overcoming aversive stimuli, intensity of responses to standard
stimuli.
The relevance of measuring motivation in potential quarantine detector dogs is
described in terms of the selection of suitable dogs for training in the detection
of quarantine risk goods, is described in accordance with the training manual.
Please note
Providers must be accredited by the Qualifications Authority, or an inter-institutional body
with delegated authority for quality assurance, before they can report credits from
assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before
they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Competenz at info@competenz.org.nz if you wish to suggest changes
to the content of this unit standard.
 New Zealand Qualifications Authority 2016