| ** The Bio Sensor Program ** Developmental Stimulation for Your Puppy |
At Sweet N Sassy Schnauzer we start socializing our puppies beginning the third day after
birth. We begin with the "Bio Sensor Program" also known as the "Super Dog Program".
The Bio Sensor Program is a well documented puppy development method based on years
of research. It was developed by the U.S. Military in their canine program to improve the
performance of dogs used for military purposes. The Military's research revealed that
early stimulation of the puppy from the 3rd day through the 16th day of age influenced rapid
neurological growth and development and could have important and lasting effects.
Further studies revealed that the stimulated puppies were found to be more active and were
more exploratory than their non-stimulated littermates. In addition the stimulated puppies
were dominant in competitive situations.
Secondary effects were also noted regarding test performance. In simple problem solving
tests using detours in a maze, the non-stimulated pups became extremely aroused, whined a
lot, and made many errors. Their stimulated littermates were less disturbed or upset by
test conditions and when comparisons were made, the stimulated littermates were more
calm in the test environment, made fewer errors and gave only an occasional distress
sound when stressed.
The following five benefits have been observed in canines that were exposed to the Bio
Sensor stimulation exercises:
1. Improved cardio vascular performance (heart rate)
2. Stronger heart beats
3. Stronger adrenal glands
4. More tolerance to stress
5. Greater resistance to disease
We do not substitute the Bio Sensor Program for socialization. We use this method of
stimulation in addition to the interaction that our puppies receive from ourselves, our
family, friends, other animals, and playing with toys. We also expose our puppies to new
places, noises and smells so that they will gain confidence which will help them to grow
into secure, well adjusted, and happy adult dogs.
Please read the following article for a thorough detailed description of the program.
birth. We begin with the "Bio Sensor Program" also known as the "Super Dog Program".
The Bio Sensor Program is a well documented puppy development method based on years
of research. It was developed by the U.S. Military in their canine program to improve the
performance of dogs used for military purposes. The Military's research revealed that
early stimulation of the puppy from the 3rd day through the 16th day of age influenced rapid
neurological growth and development and could have important and lasting effects.
Further studies revealed that the stimulated puppies were found to be more active and were
more exploratory than their non-stimulated littermates. In addition the stimulated puppies
were dominant in competitive situations.
Secondary effects were also noted regarding test performance. In simple problem solving
tests using detours in a maze, the non-stimulated pups became extremely aroused, whined a
lot, and made many errors. Their stimulated littermates were less disturbed or upset by
test conditions and when comparisons were made, the stimulated littermates were more
calm in the test environment, made fewer errors and gave only an occasional distress
sound when stressed.
The following five benefits have been observed in canines that were exposed to the Bio
Sensor stimulation exercises:
1. Improved cardio vascular performance (heart rate)
2. Stronger heart beats
3. Stronger adrenal glands
4. More tolerance to stress
5. Greater resistance to disease
We do not substitute the Bio Sensor Program for socialization. We use this method of
stimulation in addition to the interaction that our puppies receive from ourselves, our
family, friends, other animals, and playing with toys. We also expose our puppies to new
places, noises and smells so that they will gain confidence which will help them to grow
into secure, well adjusted, and happy adult dogs.
Please read the following article for a thorough detailed description of the program.
Surprising as it may seem, it isn't capacity that explains the differences that exist between
individuals because most seem to have far more capacity than they will ever use. The
differences that exist between individuals seem to be related to something else. The ones
who achieve and out perform others seem to have within themselves the ability to use
hidden resources. In other words, it's what they are able to do with what they have that
makes the difference.
In many animal-breeding programs the entire process of selection and management is
founded on the belief that performance is inherited. Attempts to analyze the genetics of
performance in a systematic way have involved some distinguished names such as Charles
Darwin and Francis Galton. But it has only been in recent decades that good estimates of
heritability of performance have been based on adequate data. Cunningham (1991) in his
study of horses found that only by using Timeform data, and measuring groups of half
brothers and half sisters could good estimates of performance be determined. His data
shows that performance for speed is about 35% heritable. In other words only about 35%
of all the variation that is observed in track performance is controlled by heritable factors;
the remaining 65% are attributable to other influences, such as training, management and
nutrition. Cunningham's work while limited to horses provides a good basis for
understanding how much breeders can attribute to the genetics and the pedigrees.
Researchers have studied this phenomena and have looked for new ways to stimulate
individuals in order to improve their natural abilities. Some of the methods discovered
have produced life long lasting effects. Today, many of the differences between
individuals can now be explained by the use of early stimulation methods.
Introduction
Man for centuries has tried various methods to improve performance. Some of the methods
have stood the test of time, others have not. Those who first conducted research on this
topic believed that the period of early age was a most important time for stimulation
because of its rapid growth and development. Today, we know that early life is a time
when the physical immaturity of an organism is susceptible and responsive to a restricted
but important class of stimuli. Because of its importance many studies have focused their
efforts on the first few months of life.
Newborn pups are uniquely different than adults in several respects. When born their eyes
are closed and their digestive system has a limited capacity requiring periodic stimulation
by their dam who routinely licks them in order to promote digestion. At this age they are
only able to smell, suck, and crawl. Body temperature is maintained by snuggling close to
their mother or by crawling into piles with other littermates. During these first few weeks
of immobility researchers noted that these immature and under-developed canines are
sensitive to a restricted class of stimuli which includes thermal, and tactile stimulation,
motion and locomotion.
Other mammals such as mice and rats are also born with limitations and they also have
been found to demonstrate a similar sensitivity to the effects of early stimulation. Studies
show that removing them from their nest for three minutes each day during the first five to
ten days of life causes body temperatures to fall below normal. This mild form of stress is
sufficient to stimulate hormonal, adrenal and pituitary systems. When tested later as adults,
these same animals were better able to withstand stress than littermates who were not
exposed to the same early stress exercises. As adults, they responded to stress in "a
graded" fashion, while their non-stressed littermates responded in an "all or nothing way."
Data involving laboratory mice and rats also shows that stress in small amounts can
produce adults who respond maximally. On the other hand, the results gathered from
non-stressed littermate show that they become easily exhausted and would near death if
exposed to intense prolonged stress. When tied down so they were unable to move for
twenty-four hours, rats developed severe stomach ulcers, but litter mates exposed to early
stress handling were found to be more resistant to stress tests and did not show evidence of
ulcers. A secondary affect was also noticed.
Sexual maturity was attained sooner in the littermates given early stress exercises. When
tested for differences in health and disease, the stressed animals were found to be more
resistant to certain forms of cancer and infectious diseases and could withstand terminal
starvation and exposure to cold for longer periods than their non-stressed littermates.
Other studies involving early stimulation exercises have been successfully performed on
both cats and dogs. In these studies, the Electrical Encephalogram (EEG) was found to be
ideal for measuring the electrical activity in the brain because of its extreme sensitivity to
changes in excitement, emotional stress, muscle tension, changes in oxygen and breathing.
EEG measures show that pups and kittens when given early stimulation exercises mature at
faster rates and perform better in certain problem solving tests than non-stimulated mates.
In the higher level animals the effect of early stimulation exercises have also been studied.
The use of surrogate mothers and familiar objects were tested by both of the Kelloggs' and
Dr. Yearkes using young chimpanzees. Their pioneer research shows that the more
primates were deprived of stimulation and interaction during early development, the less
able they were to cope, adjust and later adapt to situations as adults.
While experiments have not yet produced specific information about the optimal amounts
of stress needed to make young animals psychologically or physiologically superior,
researches agree that stress has value. What also is known is that a certain amount of
stress for one may be too intense for another, and that too much stress can retard
development. The results show that early stimulation exercises can have positive results
but must be used with caution. In other words, too much stress can cause pathological
adversities rather than physical or psychological superiority.
Methods of Stimulation
The U.S. Military in their canine program developed a method that still serves as a guide
to what works. In an effort to improve the performance of dogs used for military purposes,
a program called "Bio Sensor" was developed. Later, it became known to the public as
the "Super Dog" Program. Based on years of research, the military learned that early
neurological stimulation exercises could have important and lasting effects. Their studies
confirmed that there are specific time periods early in life when neurological stimulation
has optimum results. The first period involves a window of time that begins at the third
day of life and lasts until the sixteenth day. It is believed that because this interval of time
is a period of rapid neurological growth and development, and therefore is of great
importance to the individual.
The "Bio Sensor" program was also concerned with early neurological stimulation in
order to give the dog a superior advantage. Its development utilized six exercises which
were designed to stimulate the neurological system. Each workout involved handling
puppies once each day. The workouts required handling them one at a time while
performing a series of five exercises. Listed in order of preference the handler starts with
one pup and stimulates it using each of the five exercises. The handler completes the
series from beginning to end before starting with the next pup. The handling of each pup
once per day involves the following exercises:
1. Tactical stimulation (between toes) - Holding the pup in one hand, the handler gently
stimulates (tickles) the pup between the toes on any one foot using a Q-tip. It is not
necessary to see that the pup is feeling the tickle. Time of stimulation 3 - 5 seconds.
2. Head held erect - Using both hands, the pup is held perpendicular to the ground,
(straight up), so that its head is directly above its tail. This is an upwards position. Time
of stimulation 3 - 5 seconds.
3. Head pointed down - Holding the pup firmly with both hands the head is reversed and
is pointed downward so that it is pointing towards the ground. Time of stimulation 3 - 5
seconds.
4. Supine position - Hold the pup so that its back is resting in the palm of both hands with
its muzzle facing the ceiling. The pup while on its back is allowed to sleep struggle. Time
of stimulation 3-5 seconds.
5. Thermal stimulation - Use a damp towel that has been cooled in a refrigerator for at
least five minutes. Place the pup on the towel, feet down. Do not restrain it from moving.
Time of stimulation 3-5 seconds.
These five exercises will produce neurological stimulations, none of which naturally occur
during this early period of life. Experience shows that sometimes pups will resist these
exercises, others will appear unconcerned. In either case a caution is offered to those who
plan to use them. Do not repeat them more than once per day and do not extend the time
beyond that recommended for each exercise. Over stimulation of the neurological system
can have adverse and detrimental results. These exercises impact the neurological system
by kicking it into action earlier than would be normally expected. The result being an
increased capacity that later will help to make the difference in its performance. Those
who play with their pups and routinely handle them should continue to do so because the
neurological exercises are not substitutions for routine handling, play socialization or
bonding.
Benefits of Stimulation
Five benefits have been observed in canines that were exposed to the Bio Sensor
stimulation exercises. The benefits noted were:
1. Improved cardio vascular performance (heart rate)
2. Stronger heart beats
3. Stronger adrenal glands
4. More tolerance to stress and
5. Greater resistance to disease.
In tests of learning, stimulated pups were found to be more active and were more
exploratory than their non- stimulated littermates over which they were dominant in
competitive situations.
Secondary effects were also noted regarding test performance. In simple problem solving
tests using detours in a maze, the non-stimulated pups became extremely aroused, wined a
great deal, and made many errors. Their stimulated littermates were less disturbed or
upset by test conditions and when comparisons were made, the stimulated littermates were
more calm in the test environment, made fewer errors and gave only an occasional distress
when stressed.
Socialization
As each animal grows and develops three kinds of stimulation have been identified that
impact and influence how it will develop and be shaped as an individual. The first stage is
called early neurological stimulation, and the second stage is called socialization. The
first two (early neurological stimulation and socialization) have in common a window of
limited time. When Lorenz, (1935) first wrote about the importance of the stimulation
process he wrote about imprinting during early life and its influence on the later
development of the individual. He states that it was different from conditioning in that it
occurred early in life and took place very rapidly producing results which seemed to be
permanent. One of the first and perhaps the most noted research efforts involving the
larger animals was achieved by Kellogg & Kellogg (1933). As a student of Dr. Kellogg's I
found him and his wife to have an uncanny interest in children and young animals and the
changes and the differences that occurred during early development. Their history making
study involved raising their own new born child with a new born primate. Both infants
were raised together as if they were twins. This study like others that would follow
attempted to demonstrate that among the mammals there are great differences in their speed
of physical and mental development. Some are born relatively mature and quickly capable
of motion and locomotion, while others are very immature, immobile and slow to develop.
For example, the Rhesus monkey shows rapid and precocious development at birth, while
the chimpanzee and the other "great apes" take much longer. Last and slowest is the human
infant.
One of the earliest efforts to investigate and look for the existence of socialization in
canines was undertaken by Scott-Fuller (1965). In their early studies they were able to
demonstrate that the basic technique for testing the existence of socialization was to show
how readily adult animals would foster young animals, or accept one from another species.
They observed that with the higher level animals it is easiest done by hand rearing. When
the foster animal transfers its social relationships to the new species, researchers conclude
that socialization has taken place. Most researchers agree that among all species, a lack of
adequate socialization generally results in unacceptable behavior and often times produces
undesirable aggression, excessiveness, fearfulness, sexual inadequacy, and indifference
toward partners.
Socialization studies confirm that the critical periods for humans (infant) to be stimulated
are generally between three weeks and twelve months of age. For canines the period is
shorter, between the fourth and sixteenth week of age. During these critical time periods
two things can go wrong. First, insufficient social contact can interfere with proper
emotional development which can adversely affected the development of the human bond.
The lack of adequate social stimulation, such as handling, mothering and contact with
others, adversely affects social and psychological development.
Second, over mothering can prevent sufficient exposure to other individuals, and situations
that have an important influence on growth and development. The literature shows that
humans and animals respond in similar ways when denied minimal amounts of stimulation.
In humans, the absence of love and cuddling increases the risk of an aloof, distant, asocial
or sociopathic individual. Over mothering can also have its detrimental effects. It occurs
when a patient insulates the child from outside contacts, or keeps the apron strings tight,
thus limiting opportunities to explore and interact. In the end, over mothering generally
produces a dependent, socially maladjusted and sometimes emotionally disturbed
individual.
The absence of outside social interactions for both children and pups usually results in a
lack of adequate learning and social adjustment. Protected youngsters who grow up in an
insulated environment often times become sickly, despondent, lacking in flexibility and
unable to make simple social adjustments. Generally, they are unable to function
productively or to interact successfully then they become adults.
Owners who have busy life styles with long and tiring work and social schedules often
times cause pets to be neglected. Left to themselves with only an occasional trip out of the
house or off of the property they seldom see other canines or strangers and generally suffer
from poor stimulation and socialization. For many, the side effects of loneliness and
boredom set-in. The resulting behavior manifests itself in the form of chewing, digging,
and hard to control behavior (Battaglia).
It seems clear that small amounts of stress followed by early socialization can produce
beneficial results. The danger seems to be in not knowing where the thresholds are for
over and under stimulation. Many improperly socialized youngsters develop into older
individuals unprepared for adult life, unable to cope with its challenges, and interactions.
Attempts to re-socialize them when adults have only produced small gains. These failures
confirm the notion that the window of time open for early neurological and social
stimulation only comes once. After it passes, little or nothing can be done to overcome the
negative effects of too much or too little stimulation.
The third and final stage in the process of growth and development is called enrichment.
Unlike the first two stages it has no time limit and by comparison covers a very long period
of time. Enrichment is a term which has come to mean the positive sum of experiences,
which have a cumulative effect upon the individual. Enrichment experiences typically
involve exposure to a wide variety of interesting, novel, and exciting experiences with
regular opportunities to freely investigate, manipulate, and interact with them. When
measured in later life, the results show that those reared in an enriched environment tend to
be more inquisitive and are more able to perform difficult tasks. The educational TV
program called Sesame Street is perhaps the best known example of a children's
enrichment program. The results show that when tested, children who regularly watched
this program performed better than playmates who did not. Follow up studies show that
those who regularly watched Sesame tend to seek a college education and when enrolled,
performed better than playmates who were not regular watchers of the Sesame Street
Program.
There are numerous children studies that show the benefits of enrichment techniques and
programs. Most focus on improving self-esteem and self-talk. Follow up studies show
that the enriched Sesame Street students when later tested were brighter and scored above
average and most often were found to be the products of environments that contributed to
their superior test scores. On the other hand, those whose test scores were generally
below average, (labeled as dull) and the products of underprivileged or non- enriched
environments often times had little or only small amounts of stimulation during early
childhood and only minimal amounts of enrichment during their developmental and
formative years. Many were characterized as children who grew up with little interaction
with others, poor parenting, few toys, no books and a steady diet of TV soap operas.
A similar analogy can be found among canines. All the time they are growing they are
learning because their nervous systems are developing and storing information that may be
of inestimable use at a later date. Studies by Scott and Fuller confirm that non-enriched
pups when given free choice preferred to stay in their kennels. Other litter mates who
were given only small amounts of outside stimulation between five and eight weeks of age
were found to be very inquisitive and very active. When kennel doors were left open, the
enriched pups would come bounding out while littermates who were not exposed to
enrichment would remain behind. The non-stimulated pups would typically be fearful of
unfamiliar objects and generally preferred to withdraw rather than investigate. Even well
bred pups of superior pedigrees would not explore or leave their kennels and many were
found difficult to train as adults. These pups in many respects were similar to the deprived
children. They acted as if they had become institutionalized, preferring the routine and safe
environment of their kennel to the stimulating world outside their immediate place of
residence.
Regular trips to the park, shopping centers and obedience and agility classes serve as good
examples of enrichment activities. Chasing and retrieving a ball on the surface seems to be
enriching because it provides exercise and includes rewards. While repeated attempts to
retrieve a ball provide much physical activity, it should not be confused with enrichment
exercises. Such playful activities should be used for exercise and play or as a reward after
returning from a trip or training session. Road work and chasing balls are not substitutes
for trips to the shopping mall, outings or obedience classes most of which provide many
opportunities for interaction and investigation.
Finally it seems clear that stress early in life can produce beneficial results. The danger
seems to be in not knowing where the thresholds are for over and under stimulation.
However, the absence or the lack of adequate amounts of stimulation generally will
produce negative and undesirable results. Based on the above it is fair to say that the
performance of most individuals can be improved including the techniques described
above. Each contributes in a cumulative way and supports the next stage of development.
Conclusion
Breeders can now take advantage of the information available to improve and enhance
performance. Generally, genetics account of about 35% of the performance but the
remaining 65% (management, training, nutrition) can make the difference. In the
management category it has been shown that breeders should be guided by the rule that it is
generally considered prudent to guard against under and over stimulation. Short of
ignoring pups during their first two months of life, a conservative approach would be to
expose them to children, people, toys and other animals on a regular basis. Handling and
touching all parts of their anatomy is also necessary to learn as early as the third day of
life. Pups that are handled early and on a regular basis, generally do not become hand shy
as adults.
Because of the risks involved in under stimulation a conservative approach to using the
benefits of the three stages has been suggested based primarily on the works of Arskeusky,
Kellogg, Yearkes and the "Bio Sensor" program (later known as the "Super Dog Program").
Both experience and research have dominated the beneficial effects that can be achieved
via early neurological stimulation, socialization and enrichment experiences. Each has
been used to improve performance and to explain the differences that occur between
individuals, their trainability, health and potential. The cumulative effects of the three
stages have been well documented. They best serve the interests of owners who seek high
levels of performance when properly used. Each has a cumulative effect and contributes to
the development and the potential for individual performance.
References:
1. Battaglia, C.L., "Loneliness and Boredom" Doberman Quarterly, 1982.
2. Kellogg, W.N. & Kellogg, The Ape and the Child, New York: McGraw Hill.
3. Scott & Fuller, (1965) Dog Behavior -The Genetic Basics, University Chicago Press
4. Scott, J.P., Ross, S., A.E. and King D.K. (1959) The Effects of Early Enforced Weaning
on Stickling Behavior of Puppies, J. Genetics Psychologist, p5: 261-81.
individuals because most seem to have far more capacity than they will ever use. The
differences that exist between individuals seem to be related to something else. The ones
who achieve and out perform others seem to have within themselves the ability to use
hidden resources. In other words, it's what they are able to do with what they have that
makes the difference.
In many animal-breeding programs the entire process of selection and management is
founded on the belief that performance is inherited. Attempts to analyze the genetics of
performance in a systematic way have involved some distinguished names such as Charles
Darwin and Francis Galton. But it has only been in recent decades that good estimates of
heritability of performance have been based on adequate data. Cunningham (1991) in his
study of horses found that only by using Timeform data, and measuring groups of half
brothers and half sisters could good estimates of performance be determined. His data
shows that performance for speed is about 35% heritable. In other words only about 35%
of all the variation that is observed in track performance is controlled by heritable factors;
the remaining 65% are attributable to other influences, such as training, management and
nutrition. Cunningham's work while limited to horses provides a good basis for
understanding how much breeders can attribute to the genetics and the pedigrees.
Researchers have studied this phenomena and have looked for new ways to stimulate
individuals in order to improve their natural abilities. Some of the methods discovered
have produced life long lasting effects. Today, many of the differences between
individuals can now be explained by the use of early stimulation methods.
Introduction
Man for centuries has tried various methods to improve performance. Some of the methods
have stood the test of time, others have not. Those who first conducted research on this
topic believed that the period of early age was a most important time for stimulation
because of its rapid growth and development. Today, we know that early life is a time
when the physical immaturity of an organism is susceptible and responsive to a restricted
but important class of stimuli. Because of its importance many studies have focused their
efforts on the first few months of life.
Newborn pups are uniquely different than adults in several respects. When born their eyes
are closed and their digestive system has a limited capacity requiring periodic stimulation
by their dam who routinely licks them in order to promote digestion. At this age they are
only able to smell, suck, and crawl. Body temperature is maintained by snuggling close to
their mother or by crawling into piles with other littermates. During these first few weeks
of immobility researchers noted that these immature and under-developed canines are
sensitive to a restricted class of stimuli which includes thermal, and tactile stimulation,
motion and locomotion.
Other mammals such as mice and rats are also born with limitations and they also have
been found to demonstrate a similar sensitivity to the effects of early stimulation. Studies
show that removing them from their nest for three minutes each day during the first five to
ten days of life causes body temperatures to fall below normal. This mild form of stress is
sufficient to stimulate hormonal, adrenal and pituitary systems. When tested later as adults,
these same animals were better able to withstand stress than littermates who were not
exposed to the same early stress exercises. As adults, they responded to stress in "a
graded" fashion, while their non-stressed littermates responded in an "all or nothing way."
Data involving laboratory mice and rats also shows that stress in small amounts can
produce adults who respond maximally. On the other hand, the results gathered from
non-stressed littermate show that they become easily exhausted and would near death if
exposed to intense prolonged stress. When tied down so they were unable to move for
twenty-four hours, rats developed severe stomach ulcers, but litter mates exposed to early
stress handling were found to be more resistant to stress tests and did not show evidence of
ulcers. A secondary affect was also noticed.
Sexual maturity was attained sooner in the littermates given early stress exercises. When
tested for differences in health and disease, the stressed animals were found to be more
resistant to certain forms of cancer and infectious diseases and could withstand terminal
starvation and exposure to cold for longer periods than their non-stressed littermates.
Other studies involving early stimulation exercises have been successfully performed on
both cats and dogs. In these studies, the Electrical Encephalogram (EEG) was found to be
ideal for measuring the electrical activity in the brain because of its extreme sensitivity to
changes in excitement, emotional stress, muscle tension, changes in oxygen and breathing.
EEG measures show that pups and kittens when given early stimulation exercises mature at
faster rates and perform better in certain problem solving tests than non-stimulated mates.
In the higher level animals the effect of early stimulation exercises have also been studied.
The use of surrogate mothers and familiar objects were tested by both of the Kelloggs' and
Dr. Yearkes using young chimpanzees. Their pioneer research shows that the more
primates were deprived of stimulation and interaction during early development, the less
able they were to cope, adjust and later adapt to situations as adults.
While experiments have not yet produced specific information about the optimal amounts
of stress needed to make young animals psychologically or physiologically superior,
researches agree that stress has value. What also is known is that a certain amount of
stress for one may be too intense for another, and that too much stress can retard
development. The results show that early stimulation exercises can have positive results
but must be used with caution. In other words, too much stress can cause pathological
adversities rather than physical or psychological superiority.
Methods of Stimulation
The U.S. Military in their canine program developed a method that still serves as a guide
to what works. In an effort to improve the performance of dogs used for military purposes,
a program called "Bio Sensor" was developed. Later, it became known to the public as
the "Super Dog" Program. Based on years of research, the military learned that early
neurological stimulation exercises could have important and lasting effects. Their studies
confirmed that there are specific time periods early in life when neurological stimulation
has optimum results. The first period involves a window of time that begins at the third
day of life and lasts until the sixteenth day. It is believed that because this interval of time
is a period of rapid neurological growth and development, and therefore is of great
importance to the individual.
The "Bio Sensor" program was also concerned with early neurological stimulation in
order to give the dog a superior advantage. Its development utilized six exercises which
were designed to stimulate the neurological system. Each workout involved handling
puppies once each day. The workouts required handling them one at a time while
performing a series of five exercises. Listed in order of preference the handler starts with
one pup and stimulates it using each of the five exercises. The handler completes the
series from beginning to end before starting with the next pup. The handling of each pup
once per day involves the following exercises:
1. Tactical stimulation (between toes) - Holding the pup in one hand, the handler gently
stimulates (tickles) the pup between the toes on any one foot using a Q-tip. It is not
necessary to see that the pup is feeling the tickle. Time of stimulation 3 - 5 seconds.
2. Head held erect - Using both hands, the pup is held perpendicular to the ground,
(straight up), so that its head is directly above its tail. This is an upwards position. Time
of stimulation 3 - 5 seconds.
3. Head pointed down - Holding the pup firmly with both hands the head is reversed and
is pointed downward so that it is pointing towards the ground. Time of stimulation 3 - 5
seconds.
4. Supine position - Hold the pup so that its back is resting in the palm of both hands with
its muzzle facing the ceiling. The pup while on its back is allowed to sleep struggle. Time
of stimulation 3-5 seconds.
5. Thermal stimulation - Use a damp towel that has been cooled in a refrigerator for at
least five minutes. Place the pup on the towel, feet down. Do not restrain it from moving.
Time of stimulation 3-5 seconds.
These five exercises will produce neurological stimulations, none of which naturally occur
during this early period of life. Experience shows that sometimes pups will resist these
exercises, others will appear unconcerned. In either case a caution is offered to those who
plan to use them. Do not repeat them more than once per day and do not extend the time
beyond that recommended for each exercise. Over stimulation of the neurological system
can have adverse and detrimental results. These exercises impact the neurological system
by kicking it into action earlier than would be normally expected. The result being an
increased capacity that later will help to make the difference in its performance. Those
who play with their pups and routinely handle them should continue to do so because the
neurological exercises are not substitutions for routine handling, play socialization or
bonding.
Benefits of Stimulation
Five benefits have been observed in canines that were exposed to the Bio Sensor
stimulation exercises. The benefits noted were:
1. Improved cardio vascular performance (heart rate)
2. Stronger heart beats
3. Stronger adrenal glands
4. More tolerance to stress and
5. Greater resistance to disease.
In tests of learning, stimulated pups were found to be more active and were more
exploratory than their non- stimulated littermates over which they were dominant in
competitive situations.
Secondary effects were also noted regarding test performance. In simple problem solving
tests using detours in a maze, the non-stimulated pups became extremely aroused, wined a
great deal, and made many errors. Their stimulated littermates were less disturbed or
upset by test conditions and when comparisons were made, the stimulated littermates were
more calm in the test environment, made fewer errors and gave only an occasional distress
when stressed.
Socialization
As each animal grows and develops three kinds of stimulation have been identified that
impact and influence how it will develop and be shaped as an individual. The first stage is
called early neurological stimulation, and the second stage is called socialization. The
first two (early neurological stimulation and socialization) have in common a window of
limited time. When Lorenz, (1935) first wrote about the importance of the stimulation
process he wrote about imprinting during early life and its influence on the later
development of the individual. He states that it was different from conditioning in that it
occurred early in life and took place very rapidly producing results which seemed to be
permanent. One of the first and perhaps the most noted research efforts involving the
larger animals was achieved by Kellogg & Kellogg (1933). As a student of Dr. Kellogg's I
found him and his wife to have an uncanny interest in children and young animals and the
changes and the differences that occurred during early development. Their history making
study involved raising their own new born child with a new born primate. Both infants
were raised together as if they were twins. This study like others that would follow
attempted to demonstrate that among the mammals there are great differences in their speed
of physical and mental development. Some are born relatively mature and quickly capable
of motion and locomotion, while others are very immature, immobile and slow to develop.
For example, the Rhesus monkey shows rapid and precocious development at birth, while
the chimpanzee and the other "great apes" take much longer. Last and slowest is the human
infant.
One of the earliest efforts to investigate and look for the existence of socialization in
canines was undertaken by Scott-Fuller (1965). In their early studies they were able to
demonstrate that the basic technique for testing the existence of socialization was to show
how readily adult animals would foster young animals, or accept one from another species.
They observed that with the higher level animals it is easiest done by hand rearing. When
the foster animal transfers its social relationships to the new species, researchers conclude
that socialization has taken place. Most researchers agree that among all species, a lack of
adequate socialization generally results in unacceptable behavior and often times produces
undesirable aggression, excessiveness, fearfulness, sexual inadequacy, and indifference
toward partners.
Socialization studies confirm that the critical periods for humans (infant) to be stimulated
are generally between three weeks and twelve months of age. For canines the period is
shorter, between the fourth and sixteenth week of age. During these critical time periods
two things can go wrong. First, insufficient social contact can interfere with proper
emotional development which can adversely affected the development of the human bond.
The lack of adequate social stimulation, such as handling, mothering and contact with
others, adversely affects social and psychological development.
Second, over mothering can prevent sufficient exposure to other individuals, and situations
that have an important influence on growth and development. The literature shows that
humans and animals respond in similar ways when denied minimal amounts of stimulation.
In humans, the absence of love and cuddling increases the risk of an aloof, distant, asocial
or sociopathic individual. Over mothering can also have its detrimental effects. It occurs
when a patient insulates the child from outside contacts, or keeps the apron strings tight,
thus limiting opportunities to explore and interact. In the end, over mothering generally
produces a dependent, socially maladjusted and sometimes emotionally disturbed
individual.
The absence of outside social interactions for both children and pups usually results in a
lack of adequate learning and social adjustment. Protected youngsters who grow up in an
insulated environment often times become sickly, despondent, lacking in flexibility and
unable to make simple social adjustments. Generally, they are unable to function
productively or to interact successfully then they become adults.
Owners who have busy life styles with long and tiring work and social schedules often
times cause pets to be neglected. Left to themselves with only an occasional trip out of the
house or off of the property they seldom see other canines or strangers and generally suffer
from poor stimulation and socialization. For many, the side effects of loneliness and
boredom set-in. The resulting behavior manifests itself in the form of chewing, digging,
and hard to control behavior (Battaglia).
It seems clear that small amounts of stress followed by early socialization can produce
beneficial results. The danger seems to be in not knowing where the thresholds are for
over and under stimulation. Many improperly socialized youngsters develop into older
individuals unprepared for adult life, unable to cope with its challenges, and interactions.
Attempts to re-socialize them when adults have only produced small gains. These failures
confirm the notion that the window of time open for early neurological and social
stimulation only comes once. After it passes, little or nothing can be done to overcome the
negative effects of too much or too little stimulation.
The third and final stage in the process of growth and development is called enrichment.
Unlike the first two stages it has no time limit and by comparison covers a very long period
of time. Enrichment is a term which has come to mean the positive sum of experiences,
which have a cumulative effect upon the individual. Enrichment experiences typically
involve exposure to a wide variety of interesting, novel, and exciting experiences with
regular opportunities to freely investigate, manipulate, and interact with them. When
measured in later life, the results show that those reared in an enriched environment tend to
be more inquisitive and are more able to perform difficult tasks. The educational TV
program called Sesame Street is perhaps the best known example of a children's
enrichment program. The results show that when tested, children who regularly watched
this program performed better than playmates who did not. Follow up studies show that
those who regularly watched Sesame tend to seek a college education and when enrolled,
performed better than playmates who were not regular watchers of the Sesame Street
Program.
There are numerous children studies that show the benefits of enrichment techniques and
programs. Most focus on improving self-esteem and self-talk. Follow up studies show
that the enriched Sesame Street students when later tested were brighter and scored above
average and most often were found to be the products of environments that contributed to
their superior test scores. On the other hand, those whose test scores were generally
below average, (labeled as dull) and the products of underprivileged or non- enriched
environments often times had little or only small amounts of stimulation during early
childhood and only minimal amounts of enrichment during their developmental and
formative years. Many were characterized as children who grew up with little interaction
with others, poor parenting, few toys, no books and a steady diet of TV soap operas.
A similar analogy can be found among canines. All the time they are growing they are
learning because their nervous systems are developing and storing information that may be
of inestimable use at a later date. Studies by Scott and Fuller confirm that non-enriched
pups when given free choice preferred to stay in their kennels. Other litter mates who
were given only small amounts of outside stimulation between five and eight weeks of age
were found to be very inquisitive and very active. When kennel doors were left open, the
enriched pups would come bounding out while littermates who were not exposed to
enrichment would remain behind. The non-stimulated pups would typically be fearful of
unfamiliar objects and generally preferred to withdraw rather than investigate. Even well
bred pups of superior pedigrees would not explore or leave their kennels and many were
found difficult to train as adults. These pups in many respects were similar to the deprived
children. They acted as if they had become institutionalized, preferring the routine and safe
environment of their kennel to the stimulating world outside their immediate place of
residence.
Regular trips to the park, shopping centers and obedience and agility classes serve as good
examples of enrichment activities. Chasing and retrieving a ball on the surface seems to be
enriching because it provides exercise and includes rewards. While repeated attempts to
retrieve a ball provide much physical activity, it should not be confused with enrichment
exercises. Such playful activities should be used for exercise and play or as a reward after
returning from a trip or training session. Road work and chasing balls are not substitutes
for trips to the shopping mall, outings or obedience classes most of which provide many
opportunities for interaction and investigation.
Finally it seems clear that stress early in life can produce beneficial results. The danger
seems to be in not knowing where the thresholds are for over and under stimulation.
However, the absence or the lack of adequate amounts of stimulation generally will
produce negative and undesirable results. Based on the above it is fair to say that the
performance of most individuals can be improved including the techniques described
above. Each contributes in a cumulative way and supports the next stage of development.
Conclusion
Breeders can now take advantage of the information available to improve and enhance
performance. Generally, genetics account of about 35% of the performance but the
remaining 65% (management, training, nutrition) can make the difference. In the
management category it has been shown that breeders should be guided by the rule that it is
generally considered prudent to guard against under and over stimulation. Short of
ignoring pups during their first two months of life, a conservative approach would be to
expose them to children, people, toys and other animals on a regular basis. Handling and
touching all parts of their anatomy is also necessary to learn as early as the third day of
life. Pups that are handled early and on a regular basis, generally do not become hand shy
as adults.
Because of the risks involved in under stimulation a conservative approach to using the
benefits of the three stages has been suggested based primarily on the works of Arskeusky,
Kellogg, Yearkes and the "Bio Sensor" program (later known as the "Super Dog Program").
Both experience and research have dominated the beneficial effects that can be achieved
via early neurological stimulation, socialization and enrichment experiences. Each has
been used to improve performance and to explain the differences that occur between
individuals, their trainability, health and potential. The cumulative effects of the three
stages have been well documented. They best serve the interests of owners who seek high
levels of performance when properly used. Each has a cumulative effect and contributes to
the development and the potential for individual performance.
References:
1. Battaglia, C.L., "Loneliness and Boredom" Doberman Quarterly, 1982.
2. Kellogg, W.N. & Kellogg, The Ape and the Child, New York: McGraw Hill.
3. Scott & Fuller, (1965) Dog Behavior -The Genetic Basics, University Chicago Press
4. Scott, J.P., Ross, S., A.E. and King D.K. (1959) The Effects of Early Enforced Weaning
on Stickling Behavior of Puppies, J. Genetics Psychologist, p5: 261-81.
"DEVELOPING HIGH ACHIEVERS" Originally published as "Early Neurological Stimulation" by Carmen L. Battaglia |
| ABOUT THE AUTHOR Carmen L Battaglia holds a Ph.D. and Masters Degree from Florida State University. As an AKC judge, researcher and writer, he has been a leader in promotion of breeding better dogs and has written many articles and several books.Dr. Battaglia is also a popular TV and radio talk show speaker. His seminars on breeding dogs, selecting sires and choosing puppies have been well received by the breed clubs all over the country. Those interested in learning more about his articles and seminars should visit the website http://www.breedingbetterdogs.com |
