Marine Skills Report Submitted To The University of Hawaii Marine Option Program

Directed Research in Dolphin Intelligence

At The

Kewalo Basin Marine Mammal Laboratory

Duration

August 19, 1996 - January 10, 1997

Michelle Yuen

Advisor

Krista Berkland Internship Coordinator

Kewalo Basin Marine Mammal Laboratory

MMIlnE OmON PROGRAM J

Abstract

Interns are an essential part of the behavioral research and educational programs

conducted at the University of Hawaii Kewalo Basin Maine Mammal Laboratory

(KBMML) in Honolulu. The intensive preparation to become a trainer is supervised by

the coordinators, graduate students and senior staff at KBMML. Interns are educated

about the principles of animal cognition and behavior, the basic philosophy of the lab, and

the procedures of training an Atlantic bottlenose dolphin (Tursiops truncatus) during a

research session. Each intern is also assigned to closely assist with one of the various,

ongoing research projects conducted by the graduate students and other staff members at

KBMML.

The initial stages of my training were difficult and overwhelming. The information

and principles behind animal behavior were completely new concepts for me. Slowly, the

application and comprehension of the training techniques became second nature. Within

two months, I was released from supervision as an official dolphin trainer, the greatest

accomplishment of my internship.

The progress of the visual vigilance paradigm, to which I was assigned, soared to

exceptional levels. The progress of the dolphin, Elele, throughout the internship

dramatically increased, from the implicit training of stimuli recognition, to the final

computer controlled sessions. Her progress has paved the way for hture paradigms at

KBMML.

In summary, these five months at KBMML were a challenging, exciting, and

amazing learning period. Every learning opportunity about the basic hnctions and

philosophy of the lab, strengthened my understanding of and respect for KBMML. The

interactions with these superiorly intelligent animals were nothing short of inspiring.

There is a wealth of information still unknown about the true, cognitive abilities of the

dolphins, and their amazing presence and potential never cease to amaze me.

Table of Contents

Abstract

Table of Contents

Internship Summary

Evaluation

Acknowledgments

References

Appendix: Monthly Progress Reports

September 1996

October 1996

List of Assigned Readings for Interns

List of Lectures

November 1996

December 1996

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Internship Summary

Animal cognitive behavior can be defined as "the intellectual specializations, capabilities, and

limitations of a species as traced and measured through behavioral experiments and observations (Herman,

1980). Comparisons of these characteristics and how they differ among species, reveal a greater

understanding of the evolutionary pressures that select intellect.

This adaptive process is especially important when exploring the intellectual potential of dolphins.

The excellent cognitive ability of the bottlenosed dolphin (Tursiops truncatus) can be assumed by the

complexity and relative encephalization of the dolphin brain (Herman, 1986). Documented research has

proven that the auditory learning capability of bottlenosed dolphins is a major source of information

processing, measured by the dolphin's capability of a multitude of experimental tasks. In addition, similar

tasks have also confirmed that the visual infornlation processing, language comprehension, and memory

proficiency are but a few of the many cognitive characteristics measured within the dolphin intellectual

dimensions (Herman, 1980). These specializations reveal only a fraction of what is known regarding the

dolphin's ability to manipulate and process information, features of cognitive behavior that continue to be

researched at the Kewalo Basin Marine Mammal Laboratory (KBMML).

KBMML was established in 1970. Since then, it has become an invaluable resource and authority for

dolphin and whale research, community service, and educational, career, and volunteer opportunities. The

primary focus of the research conducted at KBMML is the behavior of whales and dolphins, both in the field

and in the laboratory. The discoveries and conclusions of the research thus far, have revealed and defined

most of what is now known about the basic cognitive characteristics of the bottlenosed dolphin, ranging from

the visual and accoustic ability and acuity, to the correlation between echoic and visual capabilities, to the

understanding of language, both artificial acoustic and gestural.

KBMML's research and documentation of the humpback whales found throughout the Hawaiian

Islands, was first initiated in 1975. The life histories of individual whales are traced and studied both in the

field and by photo identification in the laboratory, all of which have expanded and developed what is known

regarding migration paths, vocal communication, and even the social roles of the humpback whale.

Opportunities are also available for volunteers from around the world to participate in the programs

and research of KBMML. This is made possible through Earthwatch, an internationally organized program

that recruits citizens of all ages to participate and join in research expeditions and foundations around the

world. These volunteers offer a significant service to the laboratory though their time, talent and monetary

contributions (Earthwatch, 1996).

My love for dolphins first began with brief encounters from a distance. No other animal can

amaze and inspire me as a dolphin can. In the wild, these magnificent beings captivated and inspired me

to learn more, directing the concentration of my undergraduate degree toward marine biology.

During the completion of my third year as an undergraduate, I was applying for various

internships with marine mammals. Through the Marine Mammal Interest and Discussion Group on the

Internet (MARMAM), I searched for opportunities to work with humpback whales on the east coast, or

wild dolphins on the west coast, when I found the information of the Kewalo Basin Marine Mammal

Laboratory (KBMML). To work with dolphins was my primary interest in this internship. Yet, the

chance to work on my home island was the major determining force in my decision to apply.

Never before have I had the opportunity to interact with animals. I had no prior experience with

animal behavior nor psychology. Yet, my determination to learn as much as possible made this internship

invaluable. Through the brief descriptions of the history and philosophy of KBMML provided in the

application, I was prepared for the expectations and demands of an animal trainer. I was eager to

comprehend and understand every aspect of the behavioral research conducted, and most importantly, I

awaited the moment when I would interact with the dolphins.

For five months of my life as an intern, I became an essential part of the behavioral research and

educational programs conducted at KBMML. The intensive preparation to become a trainer began with

lectures, demonstrations and practice sessions, all under the close supervision of the coordinators, graduate

students and support staff of KBMML. Interns were educated about the principles of animal cognition and

behavior, the basic philosophy of the lab itself, and the procedures of training a dolphin during a research

session. In addition, various readings and articles regarding animal learning and training principles were

assigned, to be later discussed and quizzed. This orientation period of a new intern continued for the first few

weeks of the semester. Depending on the skills of the individuals and the degree of supervision required,

interns gradually advanced to the level of a released, unsupervised trainer.

Four research sessions are carried out each day with the four Atlantic bottlenosed dolphins that are

housed at the laboratory. Preparation for the first session promptly began every morning at 8:30 a.m., and the

final session may have concluded as late as 5:00 p.m. Participation in and assistance with the sessions

consisted of training, recording data, operating video production, or displaying various objects used in the

individual tasks.

The development of training techniques is an ongoing learning process, regardless of experience and

status. This process begins with gestural sign training, the fundamental language of the trainerdolphin

communication. Mastering the appropriate signs is essential to correct behavior and conduct new research.

With observations, lectures and hypothetical situations, a trainer is able to describe and judge the dolphin's

behaviors and communications, whether they are amicable or aggressive. Strategies of reinforcement, both

positive and negative, are practiced and learned. A trainer must be able to prevent and handle aggressive

behavior, especially when the safety of both the trainer and the dolphin are involved. Also, a trainer must be

able to communicate with other trainers, and neither endanger nor disturb another training or research session.

Once the basic skills become routine and instinctive, a trainer can develop and enhance their own

style with the dolphins. Creative training sessions can stimulate the

interest and attention level of the dolphins. Training tools and approved toys can be integrated into a

session. This will eventually prepare the trainer to conduct research sessions with formal gestures, train

two or more dolphins simultaneously, allow visitors or volunteers to interact with the dolphins, and

supervise others in their training process. The eventual goal at every stage of training, is to develop

effective communication with and respect for the dolphins.

In addition to the training techniques, each intern must also learn the basics of husbandry and

facility maintenance. The close interactions with the dolphins require various guidelines of hygiene and

heath. Special attention is given to the fish preparations. Storage and selection of fish is a meticulous

process, for only the best quality of fish can be served to the dolphins. Explicit cleaning methods and

precautions are taken to maintain the uncontaminated and pristine standards of the fish room, and also the

lab facility, on a daily basis.

The maintenance of the entire facility is also thorough and detailed. Every week, the tanks are

cleaned to remove algae growth and sediments. Every member of the lab must know how to control the

elaborate pump system that maintains the water level of the tanks. Emergency procedures must be learned

to prepare for occurrence of a power outage or a dolphin injury.

Each intern was assigned to closely assist with one of the various, ongoing research projects

conducted by the graduate students and other staff members of KBMML. This semester, six interns were

assigned to work with four of the ongoing research projects. I was assigned to facilitate with the dolphin

auditory and visual vigilance study, looking at the dolphin's ability to monitor for an infrequent signal in

a train of occurring stimuli. This management of sustained attention can be defined as vigilance

(Hoffmann-Kuhnt, 1996). This project was the first to examine and investigate the vigilance ability of the

bottlenosed dolphin.

At the beginning of my internship, the training phase for the vigilance experiment with one of

the dolphins housed at the laboratory, Elele, was started. The eventual goal of the paradigm was to station

Elele in front of an undenvater window, through which a computer-controlled monitor displayed a

sequence of regularly occurring, visual stimuli (or pictures). By pressing a paddle on the appearance of

the critical stimulus, Elele's responses were measured throughout the task to identify any possible

decrement in sensitivity, thus measuring the vigilance capabilities of the dolphin. Over time, the

vigilance decreases, and the subject will start to miss the trained, critical stimulus, as well as pressing the

paddle at the presence of non-critical stimuli. Hits, missed signals, and false alarms then indicate the

decrement of overall attention.

Throughout the next five months, the progress of Elele soon learned to recognize the critical

stimulus, as indicated by her immediate and quick responses. In the beginning, Elele had to learn to

associate the critical stirnulus with a paddle press. Daily practice and training was needed to teach Elele

by using classical and opperant conditioning. Substantial accomplishments, demonstrated in her

understanding to press the paddle when the critical stimuli was presented and to ignore all other images,

were made by Elele, allowing the paradigm to advance to the next stage with computer images. The trial

lengths increased from 1 image, to 3, images, to finally a total of 6 images, with 33% of the trial

consisting of the critical stimulus.

A computer displayed the critical stimuli through a TV monitor at an underwater, tank window.

At the Beginning, Elele was distracted by the difference between the 3-dimensional, tankside training and

the 2-dimensional, computer images, but after a few weeks of practice and adjustment, she understood the

paradigm perfectly. When the critical image was displayed on the TV screen, she world immediately

press the paddle in under 3 seconds. Assistance was needed to manually time how long Elele's response

time was, how many correct responses that she had, and to control the computer displays. Over the next

few months, Inore pictures were added as non-critical stimuli. The length of the trials began at single

displays of the stimuli, and slowly increased to 3 and 6 images presented per trial, maintaining 33% of the

trial with the critical stimulus. The roles of the trainer, assistants and recorders, were all virtually

eliminated as the entire session was controlled by a computer.

By the end of my internship, the visual vigilance paradigm successfully accomplished most of its

training goals. Elele could now station herself at a tankside window, to watch and recognize the stimuli

presented through a TV monitor, all of which was controlled by a computer. The following parameters

will be varied once the numbers of non-critical stimulus is large enough to avoid repetition in a large

sequence: 1) vent rate, the number of events per minute,2) signal probability, the ratio of critical signals

to the total number of events in a given time period, and 3) stimulus duration, any change of which should

have an effect on the vigilance. The substantial achievement paved the way for a future paradigm to

evaluate the auditory vigilance ability of bottlenosed dolphins, which is currently in its initial stages.

underwater speaker I -

Evaluation

Upon my acceptance of this internship, I placed no limitations on the experience that awaited me.

I had no expectation of this position, other than to learn and absorb as much as possible. With no prior

experience in animal behavior, this internship opened me to an entirely new realm of research, a

challenge which I welcomed with anticipation.

With this unbiased perspective, every challenge and lesson learned was momentous. The ability

to communicate and interact with animals of such exceptionally intelligence, was inspiring and

heartwarming. As a dolphin trainer, every interaction became a significant learning opportunity for both

myself and the dolphins. Completely new concepts of reinforcement, safety and training strategies

became second nature. Understanding and respecting the strength and ability of these animals was

integrated into every action that I made.

Achieving such a level of conlmunication was extremely difficult and frustrating for me. Never

before had I been challenged, mentally and physically, to the extent of an animal trainer. The application

and perfection of the training skills and techniques, began as a complicated and confusing process for me.

Yet, with determination and perseverance, all of the pressures and tensions were alleviated as I entered a

new world of communication and understanding. Becoming a dolphin trainer was the greatest

accomplisl~ment of my internship.

The difficulty and rewards of the challenges that I encountered cannot be accurately conveyed in

words. This experience has made me realize the fill1 potential of my abilities and accomplishments. I

have never persevered with as much motivation and desire, to receive such momentous rewards. The

assimilation of all that I have learned, was challenging, ovenvhelming, and exciting. Every interaction

with the dolphins was an amazing experience in itself. Despite the frustration and obstacles, there has

never been a day when I have not in the slightest wanted to come to KBMML.

Acknowledgments

For the unconditional support of and faith in my internship, I thank the entire staff of KBMML.

This amazing opportunity would not have been possible ~vithout Dr. Lou Herman, Director of KBMML,

Dr. Adam Pack, Senior Research Coordinator, Krista Berkland, Internship Coordinator and

Administrative Assistant, the senior staff and the graduate students. Most importantly, I thank in grateful

appreciation, Matthias Hoffman-Kuhnt, ~vho placed his endless patience, trust and confidence in me.

References

Cherrington, Mark (Ed.). Earthwatch. MarcldApril 1996. Earthwatch Expeditions, Inc: Massachusetts. Herman, L. M. Ed. 1980. Cetacean Behavior: Mechanisms and Functions. John Wiley & Sons, Inc.:

New York. Herman, L. M. 1986. "Cognition and Language Competencies of Bottlenosed Dolphins" In R.J.

Schusterman, J. Thomas, and F.G. Wood (Eds.). Dolvhin Cognition and Behavior: A Comvarative Avvroach. Laurence Erinbaum Associates: New Jersey. pp. 221-252.

Herman, L. M. 199 1. "What the Dolphin Knows, or Might Know, in Its Natural World In K. Pryor and K.S. Norris (Eds.) Dolphin Societies: Discoveries and Puzzles. University of California Press: Los Angeles, California. pp. 349-364.

.Hoffmann-Kuhnt, Matthias. May 1996. Vigilance in the Bottlenosed Dolphin (Tursious truncatus). Ph. D. Proposal. Zoology Institute, Universitat Regensberg, Germany

Appendix: Monthly Progress Reports

September 1996 The role of an intern at the Kewalo Basin Marine Mammal Laboratory (KBMML) is an integral

part of the daily routine and maintenance of the entire facility. Assistance is needed with the ongoing research projects, husbandry, and chores of the lab. As a result, the preparation period of the novice intern is intense and overwhelming.

My first couple of weeks at the lab were occupied with daily lectures and workshops introducing every aspect of the facility. These introductory workshops began with sign training and dolphin play, necessary basic guidelines for daily interactions and communication with the dolphins. This information was needed to first feel comfortable around these magnificent dolphins. The workshops then varied, each detailing different areas of the lab, from facility and tank maintenance to fish preparation to video production. Daily lunchtime lectures soon followed, carefully and thoroughly explaining everything from the sensory processes of the bottlenosed dolphin to cetacean vocalization to the husbandry and research overview of the lab. Reading materials were also assigned to explicitly outline the roles of the trainer, husbandry and safety procedures of the facility. Integrated into this schedule of lectures and workshops, are the most important introductions-the introductory sessions with the dolphins.

Training workshops and demonstrations are meticulously prepared to accurately inform the novice intern of the training philosophy and character essential to the lab. Through observations, lectures and hypothetical situations, the interns are educated in every detail about the basic procedures and methodology that establishes this amazing research facility. Assimilated with these demonstrations, are introductory training sessions under the close supervision of a senior staff member, and for only half of the time of a normal session. These half-sessions are essential for the application and understanding of the information overloaded from the previous lectures. Although observation is invaluable to learning, experience is crucial.

As a novice trainer, signals communications and behavior should slowing become familiar to the intern. Reinforcement, strategies, and safety are issues integrated into the awareness and conscience of the trainer during every interaction with the dolphins. As skills and techniques are perfected and mastered, the novice intern gradually advance to a higher degree of training, measured by the diminishing supervision required. This process varies greatly with the skill of each individual, and is unique to each inter.

For myself, the initial stage of a complete session as a trainer under close supervision was difficult and overwhelming. The information and principles behind animal training was a completely new concept for me. Understanding and applying these methods and techniques was a complicated and confusing process for me. Although the influx of contradicting information from the numerous staff members was an initial source codusion and frustration, the problems were carefully alleviated with the support and help of all. Above all else, open communication amongst the staff was emphasized throughout the lab.

Through the support and advice of peers and a variation in the supervisors assigned, my skills and methods soared. Within a period of two weeks, my efficiency as a trainer improved, as measured by the decreasing supervision required. Although I currently have a few more levels of training to perfect, I feel that the fundamentals of animal interaction and behavior are slowly becoming second nature.

The actual training sessions constitute only a portion of the role of an intern. Each intern is assigned to closely assist with an ongoing research project, to which I am assigned to the vigilance project. Explained in my proposal, this project is merely at the beginning stages. For the past few weeks, the dolphin Elele was familiarized with the stimuli and test signals of the project. Daily practice and training was needed to first prepare Elele to respond to the test stimuli by pressing a paddle with her rostrum, a lengthy and complicated process which can only be taught in~plicitly. My role and assistance involves the recording of Elele's progress in each session, and to explain the roles to the volunteers participating as timer or assistant to the trainer.

In summary, my first month at KBMML was a challenging, exciting and overwhelming learning period. The information overload was necessary to prepare and introduce the intern. Now, the understanding and assimilation of all that was learned is slowly becoming routine and instinct. However, every interaction with the dolphins is an amazing experience in itself. To communicate with such a exceptionally intelligent animal is inspiring, especially when watching the daily progress of Elele with the vigilance research. Despite the frustrations and obstacles, there has never been a day when I have not in the slightest wanted to come to KBMML.

October 1996 The month of October at Kewalo Basin Marine Mammal Laboratory (KBMML), was eventful

and productive, especially with personal goals and those of the entire lab. As an intern, this month included numerous learning opportunities about the basic functions and philosophy of the lab, all of which strengthened my understanding of and respect for KBMML.

For the first two weeks of October, the entire staff contributed and dedicated most, if not all, of their time and effort to create a presentation to the Maui County Council, in support of an amendment for the relocation of KBMh4L to Maui. This was a critical and pivotal opportunity for the entire future of KBMML, and, most importantly, the dolphins. As an intern, I contributed mainly to the brainstorming preparations, the submittal of a personal testimony to the County Council, the maintenance of the daily functions when most of the senior staff was occupied with the presentation, and any assistance as necessary. Although the outcome was disappointing and disheartening, the dedication, commitment, and genuine love involved in this project made this an amazing and inspiring experience.

Once the level of the lab returned to normal after the Maui hearing, the next week was very frustrating and, yet, exiting in regards to my training. For the next five days, I realized that I was in the final stages of my training period. The tasks to which I was assigned, was steadily increasing in difficulty, the accomplishment of which will measure my skills and techniques as a trainer. The assigned readings and quizzes were completed this month (list attached). However, the closer I was to being released from supervision, the more difficult the tasks were, and the more frustrating each session became. Finally, with a few alterations in supervisors, I was officially released on October 18th, nearly two months after I began the internship. This was, and will be, the greatest accomplishment of my internship. My personal goal of becoming a dolphin trainer was finally achieved. Although the training process is never complete and is continually evolving to levels of greater interactions with the dolphins, this first level is the most important to me. It was the most challenging experience that I have ever had.

The very next week after my release from supervision, an ABC film crew visited the lab for four days to film a documentary about dolphins. Filming and taping was not a new experience for the senior staff at KBMML. The dolphins did suspect something with the increased attention and food, and at first, were extremely friendly and responsive. However, with excess amount of tasks and food, attention became a source of pressure and frustration. Despite the tension that resulted and the magnitude of a professional film crew, I was amazed and impressed with the interactions between the dolphins and trainers, and how every precaution was taken to meet each of the goals, especially when the well-being of the dolphins was concerned. Although a few days were needed to reacclimate everyone, including the dolphins, to our nonnal routines, the end result of this documentary will benefit all.

Finally, with my release from supervision, I now had more time to work and train in my specific project. This was a crucial month in the progression of the vigilance paradigm. Substantial accomplishments were made from the dolphin, Elele, and from the efforts of the supervising graduate student. For the supervisor, he had to learn how to implicitly teach Elele to now respond to computer images instead of symbols held by a trainer. For Elele, she had to realize that the computer images were identical to the previous symbols, and to apply all that was learned from the tankside training. It has already been proven at the lab that the dolphins understand the representation of television images as real life. Elele immediately responded to the trainer when viewed through a TV monitor at a window of the tank. She responded to the images as if they were displayed in front of her at the tank wall. Slowly, the task was now to "fade out" the role or presence of the trainer, and focus Elele's attention to the images alone.

It was also exhibited though previous paradigms at KBMML, that dolphins can understand gestural signs when a trainer is hidden. If a trainer were to stand behind a curtain so as only to display his arms, dolphins will continue to interpret the gestural signs with no difficulty. By applying this principle, the graduate student stood behind a curtain, first displaying his arms, and then only his hands, all while holding up the symbols, which were viewed by Elele through a TV monitor. Within a few days, Elele understood the paradigm clearly and perfectly. Only when she completed the paradigms loo%, did we advance to another stage.

Currently, we are at the phase where we are slowly introducing Elele to the concepts of computer images. The computer will display the images in the TV monitor, while the trainer, from behind a curtain, will reinforce Elele between each display until the end of the trial, when another trainer at tankside will ultimately reinforce Elele with fish. Immediately, Elele detected the difference between the three dimensional symbol held by the trainer, and the computer image display. For nearly a week, she was confused by each of the images and her results were poor. However, with some adjustment, she now realizes and understands that the computer images are equivalent to the previous symbols. My role for the past month has varied from the tankside trainer, to the video trainer behind the curtain, to the computer controller that programs the images to be displayed. Most importantly, I create the daily schedule of trials, and I explain the roles of each of the Earthwatch volunteers, of which includes a timer, a recorder, and other assistants. The next step will be to ultimately eliminate the role of the trainer on the monitor and decrease reinforcement from between images to only between trials.

The combination of these events were overwhelming, exciting, and exhausting throughout the month. I experienced how valuable the government and the entertainment industry can be to KBMML, what the benefits are when such diverse industries collaborate, and ultimately, how this will all better and enrich the lives of the dolphins. Through all of this, I have strengthened my admiration and respect for the trainers, staff, and the entire lab at KBMML.

List of Assigned Readings for Interns 1. Shane, S., Wells, R., and B. Wursig. January 1986. "Ecology, Behavior, and Social Organization of

the Bottlenose Dolphin: A Review." Marine Mammal Science. 2(1): 34-63. 2. Herman, L., Pack, A., and P. Morrel-Samuels. 1993. "Representational and Conceptual Skills of

Dolphins." Language Communication: Comparative Perspectives. Edited by H.L. Roitblat, L.M. Herman, and P.E. Nachtigall. Lawrence Erlbaum Associates: Hillsdale, NJ.

3. Chance, Paul. 1979. Learning and Behavior. Wadsworth Publishing Company, Inc.: Belmont, CA. pp 81-149.

List of Lectures Husbandry Introduction Dolphin Cognition Sensory Processes of the Bottlenose Dolphin Humpback Whales Animal Language Cetacean Vocalization Sperm Whales

November 1996 The atmosphere of the lab had finally slowed to a calmer pace this month. Without the need to

train novice interns, many of the research projects were able to accomplish more of their desired goals. Interns became an essential part to the daily function of each of their assigned projects, as their role and responsibilities increased. More of my time and services were focused directly on the project to which I am assigned, visual vigilance.

November was an important month for the visual vigilance paradigm. Substantial steps were taken in the training of the dolphin Elele. Although first familiarized with the concept of a television

monitor last month, this month, the role of the trainer during each trail was slowly eliminated, as computer images were introduced.

The ultimate goal of this month was to be able to project the entire session of 12 trials, each consisting of 12 computer images displayed on a monitor at a tankside window, without the need of a trainer to reinforce Elele between images nor to maintain her concentration, A video trainer would continue the trials in the same technique as they were previously conducted at tankside. The wooden symbols of each stimulus was held up by the video trainer. Slowly the role of the trainer was eliminated so that only the hands and arms of the trainer could be seen from behind a white curtain. At first, Elele was confused with the new session. Her concentration level was very low, and she was easily distracted. She would often miss the critical stimulus and not press the paddle, or press the paddle on a noncritical stimulus, both of which are criteria determining an error in the trial. Within four training sessions, Elele was performing accurately and perfectly throughout the session.

The next step was to introduce the computer images of the stimuli, while a video trainer would continue to clap in between the images. Instantly, Elele's concentration level changed. Obvious signs of confusion and distraction could be seen in her head movements and jerky posturing. She missed every critical stimuli presented. She needed to practice pressing the paddle when a critical image was displayed on the computer at least three times per session. However, by the second half of the next session, her performance was 100% accurate. By the fourth session, her performance was perfect for all 12 trials. Over the next three sessions, the reinforcement by the video trainer was slowly reduced. The next step was to insert a blank screen in place of the video trainer in between the computer images.

At first, only one white screen would be added per trial. When the first was displayed, Elele immediately pressed the paddle. However, for the duration of that session, she was familiar with the blank screen and waited patiently during each pause. Slowly, the number of blank screens were increased to three per trial over the next three sessions. Finally, Elele was at the stage at which an entire session of 12 trials could be conducted with no reinforcement by a video trainer, except to maintain her attention at the beginning of each trial. The role of the trainer was virtually eliminated within a period of nearly a week. Now, an entire session could be conducted with a video trainer only in the beginning, and the duration of the trail conducted by the computer projected images.

The next goal was to introduce more non-critical images. In addition to a triangle, a cross, and a staircase, there now included a heart and an equal sign, both of which were introduced with no errors. The new stimuli did not affect her concentration or her response to press the paddle for the critical stimuli. With more images, the next goal could now be attempt: to increase the number of images per trial.

While still having 12 trials per session, the next step was to slowly increase the number of images displayed. One session may have consisted of 6, 9, or 12 images per trial. Two sessions were needed to completely familiarize Elele with the extended trial lengths, to which she adjusted with few errors. By the third session, all trials included 12 images each, as the number of critical stimuli reduced from 50% to 33% per trial.

The goals for the next month are to reduce any manual recording and timing, and to rely only on the computer analysis for data. Also, the exposure time of each image will be reduced to increase the trial length as much as possible.

November was a very successful and industrious month for the visual vigilance paradigm. My participation was mainly as the video trainer and the tankside trainer, who would reinforce Elele with fish in between each trial. It was very exciting and inspiring to achieve do many goals in such a short time. The ability and cognition of these dolphins never cease to amaze me.

December 1996 December was a month of improvement, progress and change. Many of the pivotal goals for the

future and benefit of the lab were accomplished in its initial stages. With the holiday season, the lab also underwent change and adjustment to meet the needs of the staff. As my last few weeks are slowly reaching completion, the progress for the dolphins and the lab continues.

The month began with the routine inspection of KBMML by the Animal Care Committee (IACOC). Intense cleaning and precautions were made for the committee visit, all of which were

complete with one extended tank cleaning session. The most important aspect of this review was the standard of the fish room, where all of the storage and preparation of the fish take place. Every effort is taken to ensure that this room remains uncontaminated and pristine on a daily level. Fortunately, the inspection went exceptionally well, and no citations nor violations were reported.

The next two weeks involved significant advancements for the future of KBMML and its non- profit organization, The Dolphin Institute (TDI). A committee from Apple Computers is assisting the entire lab to create and establish a web home page on the Internet. Various types of computer equipment and supplies were graciously donated to the lab to facilitate with the information collection. This home page will open the lab to a wealth of resources, marketing, and educational opportunities. Interactive programs are in production for people of all ages to "log on" and visit our web page. I have been assigned to assist with the committee preparing biographies and life histories of our dolphins. The possibilities are endless for improving the future of our dolphins, expanding the research conducted and educating the world. This is only the beginning of many prosperous and advantageous contingencies yet to come.

With the web page underway, most of the staff at KBMML sought the well-needed vacation time to spend the holidays with family elsewhere. Nearly threequarters of the lab are not Hawaii residents, and many deserved the time at home. This resulted with schedule changes in both research and daily chores. Accommodations were easily made to meet these needs. Some research went on hold; some were merely reduced in frequency. Two of the projects were able to continue under the supervision of the other interns at the lab. Overall, the entire lab was able to adjust to the holidays with ease. For myself, one of the few Hawaii residents, I was needed to train nearly all day every day, a responsibility that I was more than willing to accept. It wasn't long until the seasonal rush was through, and the remaining staff trickled back to work.

With the changes and rushes from December now complete, the real change begins: the change of interns. January 6th is the first day for the new interns for the spring semester. This is also the final week for the fall interns, especially myself. Watching the new and fresh faces begin the cycle that I now complete, is both reassuring and saddening. It brings reassurance that the life at KBMML will continue with new hope, and it brings sadness that it will continue without me.