Katherine Gleason
Ms. Valentine
4th period Honors Biology
11 November 2002
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Teaching Old Dogs

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The Saying | The Proof | Dog Training | Works Cited

It has been said many times that it is impossible to teach old dogs new tricks. The research I have done, which I will be discussing in this paper, has shown that that is not true, although there is little "hard" scientific evidence. Most of the disproving evidence comes from trainers experienced with training dogs. I will be forming an experiment to test how true the statement is for my science project.

The Saying

According to Brewer (1898), the phrase "Old dogs will not learn new tricks" originated from a Latin phrase meaning "An old parrot does not mind the stick." Brewer interpreted the phrase to mean that "When persons are old they do not readily fall into new ways." In other words, older people (or animals) don't change or learn as quickly as younger people.

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The Proof

The proof that this statement is untrue can usually only be determined, with dogs at least, by actually working with them. Few scientific studies have been conducted with dogs.

One study that did work with dogs was conducted by Dr. Bill Milgram, a neuroscientist at the University of Toronto. The study, conducted over the "past several years," studied "aging and canine cognition." The "research shows that some, but not all, old dogs suffer from 'cognitive dysfunction' ---which resembles a doggie form of Alzheimer's disease. This means that some, but not all, old dogs can learn new tricks." (Adams, 1999) Adams' article also described the results of Dr. Milgram's research. The dogs were classified into two main groups: "cognitively impaired and cognitively non-impaired. Compared to young dogs and old unimpaired dogs, old dogs that are 'cognitively impaired' are not able to learn new tasks easily and do not remember previously learned information very well. Apparently only 10% of old dogs in these studies can be classified as cognitively impaired." (1999) A more thorough report of Dr. Milgram's work was aired by the Canadian Broadcasting Company (CBC) on May 9, 2002. In the transcript of the report (Savory, 2002), Dr. Milgram was quoted saying that the brain functions the dogs lose are "processes that would include the ability of the animal to deduce a rule, the ability of the animal to remember information long enough to be able to use it... what you could call short-term memory, the ability of the animal to learn to correct a mistake." To test a dog's cognition, a test had to be designed because this was the first time it had been studied. Milgram and his colleagues "built a test box in which the dogs must first deduce the rules of the game and then solve the puzzle for a food reward." Some of the dogs never learned some of the tasks, even after months of training, which, Dr. Milgram says, "shows they're just responding to what they see, such as food, and not thinking about how to get it." The researchers looked at a magnetic resonance image of one such dog's brain and found it surprisingly similar to the brain of a person with Alzheimer's. Savaroy reports that, "The grey matter, the stuff [the dog] thinks with, has shrunk, leaving him with enlarged ventricles that look like dark cavities. And a slice of brain tissue from a severely impaired 12-year-old dog shows the same plaques and tangles as one of an 86-year-man with Alzheimer's." (2002) This dog, named Stubby, is a beagle, but his background is more important than his breed.

"'[Stubby] came from an impoverished environment, which was a kennel,' says Milgram. 'For the first seven, eight or maybe even nine years of his life, he was comfortably fed, but he was always fed in the same place, the same food. He had minimal interactions with other dogs, minimal interactions with other people, minimal toys to play with. And I think that this sped up the rate of cognitive decline.'"(Savaroy, 2002)
Another of the study beagles, Odo, was termed a "successful ager" by Milgram. Odo was a hunting dog and worked all his life. To further the research, 48 beagles were divided into groups to test how much diet and cognitive enrichment influenced the rate of brain degradation.
"One quarter got only the special brain diet. One quarter got only cognitive enrichment. One quarter got both the special diet and cognitive enrichment. One quarter got neither. As expected, all the dogs made more errors as they aged. But the differences between the groups are quite incredible. Two years into the study, errors in the group that was getting both the cognitive enrichment and the special diet increased by 11 per cent. But the remaining groups were making far more mistakes, with the beagles that got no special treatment making 250 per cent more errors." (Savory, 2002)
The special food in the "brain diet" was created by Dr. Steve Zicker, a nutritionist and veterinarian for Hill's, a pet food company.
"'What's going on in the brain as we age is actually less and less,' he says. 'Our brain is about eight pounds of our body weight as people but it uses 20 per cent to 50 per cent of our energy. And when you make energy you also have byproducts or pollutants which we call toxic free radicals, and those accumulate with age. They cause damage (and) our brain function starts to get worse and worse as we age.' But, Zicker says, 'Foods contain a natural abundance of different ingredients that help detoxify these poisons or these toxins that occur when we produce energy in our brain.'" "'Those are called antioxidants, and actually help soak things up, so that there's not as much running around loose to cause damage.' It took two years to figure out exactly what combination of antioxidants would work best. In the end he put in dried grapes, oranges, spinach, carrots, tomatoes, Vitamin C, Vitamin E, and alpha lipoic acid and l-carnitine - two substances we make naturally but make less of as we age." (Savaroy, 2002)
Now, a lifelong study is being conducted on a new generation of dogs. This study works differently, though. Half of the young dogs eat normal food, the other half eats the "brain diet" food, and all the participating dogs must solve the puzzle, "both for the mental workout and so researchers can document how their abilities decline with age." There is a great difference between the young dogs and the old dogs. True, the younger dogs get better scores on the puzzles, but "they really care when they've made a mistake. 'I think they don't even care about the food. If they get it wrong, they get upset,' says Milgram. 'The old dogs, they've made a mistake, they made a mistake: let's go onto the next problem.'" There is no difference in the younger dogs between the control group and the experimental group yet, "but the researchers think they will be able to delay the mental decline as the dogs age." (Savaroy, 2002)

The other type of proof comes from professional dog trainers who have worked with older dogs. One trainer, Jim Dwyer of Florida, tells a story of a 68-year-old woman who owned a 6-year-old standard poodle. The woman was intimidated by the unruly dog, but after three months of training, the poodle obeyed the woman's commands and the woman was no longer afraid. This proves that the saying is wrong for both dogs and people. (Dwyer, et al., No date) Jan Rogers also tells a story of training an old dog. One of her dogs had previously barked at the door to be let inside. The dog attained an annoying habit of whining piteously instead, but Rogers was able to retrain the dog to bark. (2001)

Both of these types of evidence, the controlled scientific study and the stories of training experiences, help to reveal the untruth of not being able to teach old dogs new tricks.

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Dog Training

All dog training uses pretty much the same tactics to get the dog to do as the trainer wishes. To train any dog, you must know how to motivate that dog. The reward for performing the trick or behavior, says Dodman, must be "practically irresistible, not just kibble or a piece of dry dog biscuit." (2001)

To start the training, reward the dog when it performs in a natural environment. If you want the dog to be able to sit on command, reward it when it sits down. Next, add a word or hand signal, but only once. If the dog doesn't perform, simply don't reward it. (Dodman, 2001) To train a dog to "Heel," or walk at the left heel of the commanding person, Hodgson recommends using one command all the time, even with different people. To teach a dog to walk at your heels, Hodgson uses the "Let's Go!" command. To start, walk ahead of the dog and call its name. Reward the dog if it stays next to you when you turn in a different direction. This is best done on a leash in an undistracting area. Next, move on to using the command without further encouragement, simply walking away after giving the command. When the dog moves to your side, immediately reward it. As the dog becomes more responsive to the command, increase the level of distraction in the surrounding environment and continue to reward it. (Hodgson, 2001)

As supported by the above evidence, I do not believe the saying, "You can't teach an old dog new tricks" is true. The laboratory and field tests have, I believe, disproved this. However, as mentioned by Adams, about 10% of older dogs are "cognitively impaired (1999)." My project will be testing how much longer my older dog, who is 12 years old, will take to learn the "Heel" command than my younger dog, who is 2. Unfortunately, my older dog is no longer very active and sleeps quite a bit, so I think that may cause her to be what could be considered "cognitively impaired." I will be using Hodgson's method to train the dogs and this will enable me to see how quickly they learn.

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Works Cited

Adams, Beth. (1999). Teaching an Old Dog New Tricks [Online]. Available: http://exn.ca/Stories/1999/01/20/53.asp [2002, November 11].
Summary: This gives information on a scientific study conducted by Dr. Bill Milgram on the cognitive abilities of older dogs.
Brewer, E. Cobham. (1898). Old Dogs will not Learn New Tricks. In Dictionary of Phrase and Fable [Online]. Available: http://www.bartleby.com/81/12400.html [2002, October 23].
Summary: This is in an online version of the book. It gives the Latin wording and meaning of the phrase.
Dodman, Dr. Nicholas. (2001). Teaching Old Dogs New Tricks [Online]. Available: http://petplace.netscape.com/netscape/nsArtShow.asp?artID=3209 [2002, October 23].
Summary: This article is mostly about how to go about teaching an older dog tricks. It states that any dog can be trained to do almost anything using the proper techniques, and even gives some of those.
Dwyer, Jim (et al). (No date). You Can't Teach an old dog new tricks........or can you? [Online]. Available: http://www.tdog.com/html/training/olddogs_newtricks.htm [2002, October 23].
Summary: This page contains two stories from professional dog trainers about old dogs learning new things, proof that the saying, "You can't teach an old dog new tricks," is false.
Hodgson, Sarah. (2001). Dog Tricks for Dummies [Book]. Hungry Minds Inc., New York, NY.
Summary: This book contains instructions on how to train your dog to do almost anything.
Rogers, Jan. (2001). How to Teach an Old (or Young) Dog New Tricks [Online]. Available: http://www.artistjanrogers.com/shelter/snewtricks.html [2002, October 23].
Summary: This is a personal web page using stories to illustrate how to teach an old dog. It tells several tricks and how to go about teaching them to a dog. One of the stories especially illustrates that older dogs can learn or relearn tricks if you teach them the right way.
Savory, Eve. (2002). A dog's life [Online]. Available: http://cbc.ca/national/science/dementia.html [2002, November 11].
Summary: This is a transcript of a CBC report on Dr. Bill Milgram's research into dog's learning abilities.
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