Early Neurological Stimulation By Dr. Carmen L. Battaglia About The Author:

Dr. Battaglia is a behavioral scientist and researcher whose writings  and lectures are well known throughout the world of purebred dogs. His seminars and lectures on "Breeding Better Dogs" parallel his popular book  and video by the same title. Those interested in hosting his two day  seminar should request a seminar packet by writing to: The BEl Publication Box 76332 Atlanta, Georgia, 30358

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, bur1itter 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 my 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 no order of preference the handler 
starts with one put 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) 

2. Head held erect 

3. Head pointed down 

4. Supine position 

5. Thermal stimulation. 



Tactile stimulation 

1. Tactile stimulation -holding the pup in one hand, the handler gently 
stimulates (tickles) the pup between the toes on anyone foot using a 
Q-tip. It is not necessary to see that the pup is feeling the tickle. 
Time of stimulation 3- 5 seconds. (Figure 1) 

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 (Figure 2). 

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 (Figure 3). 

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. 
(Figure 4) 

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. 
(figure 5) 



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 1n 
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 socio-pathic 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 c 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 
Street 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, L.A. 919330 The Age and the Child, New York: 
McGraw Hill.

3. Scott & Fuller, (1965) Dog Behavior -The Genetic Basics, University 
Chicago Press. 

4. Whately, David

5. 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.

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