Jennifer J. McComas and Ellie C. Hartman. Angel Jimenez
|
|
- Blaze Gibson
- 6 years ago
- Views:
Transcription
1 The Psychological Record, 28, 58, Some Effects of Magnitude of Reinforcement on Persistence of Responding Jennifer J. McComas and Ellie C. Hartman The University of Minnesota Angel Jimenez The University of Guadalajara The influence of magnitude of reinforcement was examined on both response rate and behavioral persistence. During Phase, a multiple schedule of concurrent reinforcement was implemented in which reinforcement for one response option was held constant at VI 3 s across both components, while magnitude of reinforcement for the other response option was varied across the 2 components. In Phase 2, persistence was evaluated during extinction following steady state responding. In Phase, responding of 3 of the 4 participants was greater on the option that produced the higher magnitude of reinforcement. During Phase 2, 2 of these 3 participants response persistence under extinction was greater for the signal associated with the greater magnitude of reinforcement. The influence of magnitude of reinforcement on behavioral persistence is discussed, as well as implications for studying behavioral maintenance. The concept of behavioral momentum appears to apply directly to the study of behavioral persistence because it captures not only responding during acquisition but also persistence of responding (e.g., during extinction). Although reinforcement affects both response rate and persistence, or resistance to changes in reinforcement schedules, their determiners can be separated. Response rate depends primarily on the response reinforcement contingency, whereas resistance to change depends primarily on the stimulus reinforcer contingency signaled by a discriminative stimulus (Nevin, 984). Results of research in the area of behavioral momentum have shown that behavior is most persistent in the presence of stimuli that signal relatively richer rates of reinforcement (e.g., Nevin, Tota, Torquato, & Shull, 99). The results of basic experimental preparations have demonstrated that resistance to change depends on the stimulus reinforcer contingency in effect during training (Nevin, 984; Nevin et al., 99; Mace et. al., 99). Specifically, persistent responding during extinction depends primarily on the rate of Correspondence may be addressed to Jennifer J. McComas, Ph.D., Associate Professor of Educational Psychology, University of Minnesota, 347 Education Sciences Building, 56 East River Road, Minneapolis, Minnesota jmccomas@umn.edu
2 58 MCCOMAS ET AL. reinforcement correlated with a particular environmental stimulus (Nevin, Mandel, & Atak, 983). In an experiment designed to evaluate the effect of stimulus reinforcer contingencies, Nevin and colleagues (99) arranged three multiple concurrent reinforcement schedules. Each schedule was signaled by a distinct stimulus. In Component A, a green light signaled 45 f/hr (45 foods per hour) for key pecks on the left key and 5 f/hr for key pecks on the right. In Component B, a red light signaled no reinforcement for key pecks on the left and 5 f/hr for key pecks on the right. In Component C, a white light signaled no reinforcement on the left and 6 f/hr on the right. Following stable baseline responding, extinction was imposed on all three components. Results indicated that the baseline rate of responding was highest in Component C, where the rate of reinforcement for right key pecks was highest. Furthermore, despite equal rates of reinforcement for right-key pecks, pigeons responded less on the right key during Component A, in which left key responses produced reinforcement, than during Component B, in which no alternative reinforcement was provided. In contrast, when Components A and B were compared during the extinction test, persistence was greater in Component A, which signaled a denser overall schedule of reinforcement, whereas persistence during Component A was similar to persistence during Component C, since both components signaled an equal overall schedule of reinforcement. These findings and those of similar basic studies have demonstrated that responding is persistent in schedule components correlated with the highest overall amount of reinforcement (Bell, 999; Nevin, Mandel, & Atak, 983; Nevin et al., 99). Further study of the influence of stimulus reinforcer contingencies on behavioral persistence is needed. Specifically, the influence of different dimensions of reinforcement on behavioral maintenance other than rate, such as magnitude of reinforcement, should be explored further. In an earlier study, Nevin (974) observed that magnitude had similar effects as rate on 2 pigeons response persistence. Rate of reinforcement was held constant at a Variable Interval (VI min or VI 3 min) schedule, whereas duration of food availability varied from 7.5 s to 2.5 s. When free food was available, pigeon response rates were less resistant to change when reinforcement length was relatively less (i.e., 2.5 s), although pigeon was equally persistent during VI min regardless of the duration of reinforcement. The current study was designed to further examine whether persistence during extinction is more likely in the presence of a stimulus that signals a relatively greater magnitude of reinforcement. Method Subjects A total of 4 graduate students majoring in educational psychology or related fields participated. The project was advertised in the building that houses the Educational Psychology Department, and participants were selected on a first come, first served basis. To participate in the study, participants were required to (a) have earned a high school diploma or General Equivalency Diploma (GED); (b) be at least 8 years old; (c) have vision that was either unimpaired or corrected by contact lenses, glasses, or surgery; and (d) not be colorblind. Subjects were 4 female university students who were between the ages of 8 and 22 and who reported they met the vision criteria, including not being color-blind. Each was paid for her participation.
3 REINFORCER MAGNITUDE AND PERSISTENCE 59 Setting and Apparatus Experimental sessions were conducted in a room containing two computers and other research equipment. During each session the participant was alone in the room and seated at a computer, where she responded to a Visual Basic program (Dixon & MacLin, 23) by moving and clicking the mouse. At the beginning of each session, the screen was gray and contained two colored squares, one on the right and one on the left. During the Y component, both of these squares were yellow; during the G component, both of these squares were green. Clicking a square brought up a new screen with the background the color associated with the component (e.g., during the Y component the screen color was yellow). A black arrow (changeover requirement) was positioned in one of the upper corners of the screen. If the participant originally clicked on the left square, the arrow was in the upper, right corner pointing to the right. To respond on the right, the participant had to first click on the right arrow. Once the screen changed to the right side, the arrow was in the upper, left corner pointing to the left. Again, to respond on the left, the participant had to first click on the left arrow. In the other upper corner (whichever corner had no arrow), the word Points was written in black text followed by a white box. When the session began, the white box contained the number ; as the participant earned points, this box provided the participant with a cumulative point total. To receive points, participants had to click on the gray square that appeared on the screen below the arrow and point total. The gray box always started in the middle of the screen but randomly moved around the screen throughout the course of the session. General Procedures Experimental sessions began with general instructions for the computer and the operanda printed on a sheet of paper. The general instructions were as follows: The program is designed to pay you points for clicking the mouse on the moving square. At the end of the session, you will trade in your points for money: The more points you earn, the more money you will earn. The number of points you can earn will vary systematically depending on the condition (e.g., yellow or green), the square you choose (left or right), and a number of other factors. The number of points you have earned will appear in a small window on the screen. To begin, put the mouse cursor either on the left or right square on the screen and press the left mouse button. After that, a new screen will appear where you can click on the moving square to earn points. If you want to change screens, click on the arrow. Again, the number of points you can earn will vary systematically. In all experiments, reinforcement consisted of points exchangeable for money; participant earned $. per point, and the other 3 earned $.5 for every point. Participants were not told how much the other participants earned during the experiments. Further, the participants were not told who the other participants were, nor did they communicate with other participants about the study. After completing two 2-min sessions, participants were paid half
4 52 MCCOMAS ET AL. of the money they earned from the points they obtained, plus $. for each block of two sessions. The participants were paid the second half of the money they earned from the points after they finished all experimental sessions, including extinction sessions. Based on the arranged schedules of reinforcement and participant performance, participants earned on average $2. to $3. per experimental session (two sessions were conducted per day). Each participant required 4 to 3 experimental sessions to complete the study. Thus, the participants earned a total of between $3.75 and $33. for up to 6 hr of experimental time. The experiment was conducted in two phases: () Concurrent Schedule of Reinforcement and (2) Persistence Test. During Phase, two multiple concurrent reinforcement schedules were arranged. Each component lasted 2 min and alternated randomly throughout the session until each had been completed three times. All experimental sessions lasted approximately 2 min. In the yellow component, clicks on the left produced reinforcement on a 3-s Variable Interval (VI 3-s) schedule with a magnitude of 8 points. Clicks on the right produced reinforcement on a VI 3-s schedule, with a magnitude of point. In the green component, left clicks produced reinforcement on a VI 3-s schedule with a magnitude of 2 points. Right clicks produced reinforcement on a VI 3-s schedule with a magnitude of point. Persistence under extinction was tested in Phase 2 after responding during Phase met the criteria for stability. Responding was considered stable when it met both of the following criteria for three consecutive experimental sessions: (a) response rates varied less than % of the previous three consecutive experimental sessions within each component, and (b) consistent ordinal relationships were observed for both response options across the two components. Persistence was evaluated in terms of the proportion of responding under conditions of reinforcement. Based on the findings of previous momentum research (e.g., Nevin et al., 99), one would expect right responding to be greater in the colored component that was associated with greater magnitude of reinforcement (yellow). Further, based on the relative effects of reinforcement on response allocation, one would expect the response associated with the greater magnitude of reinforcement (left) within a component would persist longer relative to the response associated with the smaller magnitude of reinforcement (right). Data Recording, Experimental Design, and Analysis All responses were recorded by the computer software program written in Visual Basic (Dixon & MacLin, 23). The number of responses on each alternative was recorded separately. To calculate the proportion of baseline responding, the number of extinction responses on one alternative was divided by the mean frequency of clicks on that response alternative in the last 9 components in Phase. Single-subject multi-element experimental analyses were conducted via the alternation between components. Consistent with the convention for analyzing momentum data, component-by-component extinction responding was visually analyzed to evaluate the results for each participant.
5 REINFORCER MAGNITUDE AND PERSISTENCE 52 Phase : Concurrent Schedule of Reinforcement Two multiple concurrent reinforcement schedules were arranged, and the two components (yellow and green) alternated three times within each experimental session so that each experimental session consisted of 3 green components and 3 yellow components. Each component was signaled by a different color (yellow or green) background on the computer screen and involved two concurrent response options: clicking on the left box and clicking on the right box. In Component Y (signaled by a yellow screen), clicking on the left box produced eight times the magnitude of reinforcement (points) produced by clicking on the right box. In Component G (signaled by a green screen), clicking on the left box produced twice the magnitude of reinforcement (points) produced by clicking on the right box. This proportion of reinforcement within and across components was selected because it has successfully demonstrated effects when used in similar experimental arrangements with pigeons (see Grace, Bedell, & Nevin, 22). Phase 2: Persistence Test Persistence was assessed during an extinction test. Procedures were identical to those used in the preceding concurrent reinforcement phase, with one exception: No points were delivered for any responding. Here, 2 components, each signaled by a different color (yellow or green) background on the computer screen, alternated during the extinction test until responding during one of the components dropped below 75% of the average response rate for the last three sessions (9 Y components and 9 G components) in the preceding reinforcement phase, or until the response rate met the criterion for stability. Component Y (signaled by a yellow screen) signaled the relatively greater magnitude of reinforcement. Results Of the initial total number of 4 participants, participant was dropped from the study when her response pattern was undifferentiated across the conditions, suggesting that she failed to discriminate between conditions in the concurrent schedules of reinforcement, and her responding did not meet stability criteria. Figure displays results for the remaining 3 participants. Phase : Concurrent Schedule of Reinforcement Kelly completed 24 sessions (72 Y components and 72 G components), Amber completed 22 sessions (66 Y components and 66 G components), and Mary completed 24 sessions (72 Y components and 72 G components) in Phase. Figure shows only responses during the last Y and G reinforcement components. Kelly and Mary s responses during each component ranged from 5 to 4 clicks; Amber s responses during each component ranged from to 4 clicks.
6 522 MCCOMAS ET AL. Frequency of Right Responses Phase Green (Left = 2 Points Right = Point) Kelly Yellow (Left = 8 Points Right = Point) Log Proportion of Baseline on Right. Phase 2 Kelly Frequency of Right Responses Amber Log Proportion of Baseline on Right Amber Frequency of Right Responses Mary Components Log Proportion of Baseline on Right. Mary Components Figure. (For caption, please turn page.)
7 REINFORCER MAGNITUDE AND PERSISTENCE 523 Frequency of Yellow Responses Phase Left (8 Points) Right ( Point) Kelly Log Proportion of Baseline on Yellow. Phase Kelly Frequency of Yellow Responses Amber Log Proportion of Baseline on Yellow Amber Frequency of Yellow Responses Mary Components Log Proportion of Baseline on Yellow. Mary Components Figure. (For caption, please turn page.)
8 524 MCCOMAS ET AL. Phase Phase 2 Frequency of Right Responses Frequency of Right Responses Yellow Trendline Figure. The across-condition comparisons appear in Columns and 2. The frequency of right responding graphs display participants frequency of responding during both yellow and green components during the last ten yellow and green components of Phase (baseline). The log proportion of baseline on right graphs display the logged proportion to baseline responding during both yellow and green components during Phase 2 (extinction). The within-component comparisons appear in Columns 3 and 4. The frequency of yellow responses graphs display participants frequency of responding on the left and right during the last ten yellow components of Phase (baseline). The log proportion of baseline on yellow graphs display the log proportion of baseline responding during the yellow component during Phase 2 (extinction). Right responses during reinforcement are depicted in the first column of Figure. As would be expected, based on the magnitude of alternative reinforcement available in each component, both Kelly and Amber s right responses occurred more frequently during the green component (left clicks produce 2 points) than during the yellow component (left clicks produced 8 points), whereas Mary s right responses occurred approximately equally in both the yellow and green components. Left and right responses within the yellow component are depicted in the third column of Figure. All 3 participants responded more on the left response ( click = 8 points) than on the right ( click = point) within the yellow component (overall S R+ magnitude = 9). Data on left/ right responding during the green component are available upon request from the first author. Phase 2: Persistence Test The participants responses during extinction are graphed as a log proportion of each participant s responses during the last three sessions (9 components) in Phase. Kelly completed two sessions of extinction (6 Y components and 6 G components), and Amber and Mary each completed six sessions (8 Y components and 8 G components) of extinction. The log proportion of right responses across both components is depicted in the second column of Figure. Across components, both Kelly and Amber s right responses were more persistent in the yellow component (S D = S R+ magnitude 9) than during the green component. Mary s right responding was equally persistent in the yellow and
9 REINFORCER MAGNITUDE AND PERSISTENCE 525 green components. The fourth column in Figure depicts the log proportion of right and left responding in the yellow component. Within the yellow component, both Kelly and Amber s right responding was more persistent than left responding. Mary s responding was approximately equally persistent on the right and left. Discussion These results of the across-component analyses are consistent with those of previous research in the area of momentum. Specifically, these results demonstrate that for 2 of 3 subjects, despite equal rate and magnitude of reinforcement for right responding across components, right responding was more persistent in the component that signaled the relatively greater magnitude of reinforcement (i.e., the yellow component). Somewhat sur prisingly, the within-component analyses indicated that the response that produced the smaller magnitude of reinforcement (right responses) was more persistent than the one that produced the greater magnitude of reinforcement (left responses). Although the degree to which the participants responding matched the programmed or obtained reinforcement may explain the differences across participants, a matching analysis was not conducted in this experiment because participants were exposed to only two components (only one value of magnitude was altered), and at least four different variations in components are necessary to provide a good estimate of matching regression lines. A further concern is that different magnitudes of reinforcement alter matching differently (see Dallery, Soto, & McDowell, 25). Future research should examine the conditions under which matching predicts persistence. These findings potentially represent a bridge between basic and applied research (Wacker, 996, 2). The experimental control that we can achieve in basic experiments allows us to better understand the environmental influences on behavior. Basic laboratory findings can inform our practice in applied settings. In applied settings where the goal is to address problem behavior, a common approach is to consider the problem and appropriate behavior as concurrent operants. Attempts are made to arrange the schedule of reinforcement such that responding is biased toward the appropriate rather than the problem behavior alternative. However, persistence is also an issue that must be considered. Therefore, it is important to know how well a response will persist when it contacts a change in the environment, such as a reduction in the schedule of reinforcement. Namely, it is important to strengthen the occurrence and persistence of appropriate behavior while simultaneously weakening the persistence of problem behavior. The experimenters in the present study hypothesize that Kelly and Mary s relatively greater persistence of right responding during the yellow component, as compared with right responding during the green component, was due to the stimulus reinforcer relationship observed in previous research (e.g., Nevin et al., 99). Generally, responding is expected to be more persistent in the presence of a stimulus associated with a relatively greater amount of reinforcement compared with responding in the presence of a stimulus associated with a relatively smaller amount of reinforcement. The yellow component was associated with a greater amount of reinforcement (overall magnitude of 9), whereas the green component was associated with a smaller amount of reinforcement (overall magnitude of 3). For this reason,
10 526 MCCOMAS ET AL. right responding (analogous to problem behavior) was more persistent during the yellow condition than during the green condition. Future applied research should examine the conditions under which the persistence of problem behavior is weakened and appropriate behavior is simultaneously strengthened. Even though the response persistence across yellow and green components in this study can be explained by the stimulus reinforcer relationship and thus has some applied implications, the participants response persistence within the yellow component can not be explained by the stimulus reinforcer relationship. Because the same amount of reinforcement was associated with both left and right responses within a component, left and right responding should be equally persistent when compared within a component. In past research, Nevin et al. (99) did find that 2 out of 3 pigeons were more persistent on one key than another within a component; but in the Nevin et al. (99) study, these pigeons were more persistent on the key associated with more reinforcement (food). This result allowed Nevin et al. (99) to argue that the key s position could have been a stimulus that the pigeons associated with more reinforcement; therefore, the stimulus reinforcer relationship could explain this greater persistence. In the current study, within the yellow component, 2 out of the 3 participants were more persistent with right responding than left responding during extinction. Yet, unlike the Nevin et al. (99) study, right responding was associated with fewer points than left responding. Neither the stimulus reinforcer relationship nor the response reinforcer relationship can explain these results. Future basic research should explore this result. With better understanding of this result, clinicians might arrange contingencies in ways that promote desired response persistence. Therefore, future research is needed to explain this finding and to identify effective ways to strengthen the persistence of appropriate behavior while weakening the persistence of concurrent problem behavior. References BELL, M. C. (999). Pavlovian contingencies and resistance to change in a multiple schedule. Journal of the Experimental Analysis of Behavior, 72, DALLERY, J., SOTO, P. L., & MCDOWELL, J. J. (25). A test of the formal and modern theories of matching. Journal of the Experimental Analysis of Behavior, 84, DIXON, M. R., & MACLIN, O. H. (23). Visual Basic for Behavioral Psychologists. Reno, NV: Context Press. GRACE, R. C., BEDELL, M. A., & NEVIN, J. A. (22). Preference and resistance to change with constant- and variable-duration terminal links: Independence of reinforcement rate and magnitude. Journal of the Experimental Analysis of Behavior, 77, HORNE, P.J. & LOWE, C.F. (993). Determinants of human performance on concurrent schedules. Journal of the Experimental Analysis of Behavior, 59, MACE, F. C., LALLI, J. S., SHEA, M. C., PINTER LALLI, E., WEST, B. J., ROBERTS, M., & NEVIN, J. A. (99). The momentum of human behavior in a natural setting. Journal of the Experimental Analysis of Behavior, 54,
11 REINFORCER MAGNITUDE AND PERSISTENCE 527 NEVIN, J. A. (974). Response strength in multiple schedules. Journal of the Experimental Analysis of Behavior, 2, NEVIN, J. A. (984). Pavlovian determiners of behavioral momentum. Animal Learning and Behavior, 2, NEVIN, J. A. (992). An integrative model for the study of behavioral momentum. Journal of the Experimental Analysis of Behavior, 57, NEVIN, J. A., MANDELL, C., & ATAK, J. R. (983). The analysis of behavioral momentum. Journal of the Experimental Analysis of Behavior, 39, NEVIN, J. A., TOTA, M. E., TORQUATO, R. D., & SHULL, R. L. (99). Alternative reinforcement increases resistance to change: Pavlovian or operant contingencies? Journal of the Experimental Analysis of Behavior, 53, WACKER, D. P. (996). Behavior analysis research in JABA: A need for studies that bridge basic and applied research. Experimental Analysis of Human Behavior Bulletin, 4, 4. WACKER, D. P. (2). Building a bridge between research in experimental and applied behavior analysis. In J. C. Leslie & D. Blackman (Eds). Experimental and Applied Analysis of Human Behavior (pp ). Reno, NV, US: Context Press.
The Persistence-Strengthening Effects of DRA: An Illustration of Bidirectional Translational Research
The Behavior Analyst 2009, 32, 000 000 No. 2 (Fall) The Persistence-Strengthening Effects of DRA: An Illustration of Bidirectional Translational Research F. Charles Mace University of Southern Maine Jennifer
More informationReinforcer Magnitude and Resistance to Change of Forgetting Functions and Response Rates
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 8-2012 Reinforcer Magnitude and Resistance to Change of Forgetting Functions and Response Rates Meredith
More informationOverview. Simple Schedules of Reinforcement. Important Features of Combined Schedules of Reinforcement. Combined Schedules of Reinforcement BEHP 1016
BEHP 1016 Why People Often Make Bad Choices and What to Do About It: Important Features of Combined Schedules of Reinforcement F. Charles Mace, Ph.D., BCBA-D University of Southern Maine with Jose Martinez-Diaz,
More informationNIH Public Access Author Manuscript Learn Behav. Author manuscript; available in PMC 2010 February 26.
NIH Public Access Author Manuscript Published in final edited form as: Learn Behav. 2009 November ; 37(4): 357 364. doi:10.3758/lb.37.4.357. Behavioral Momentum and Relapse of Extinguished Operant Responding
More informationExamination of Behavioral Momentum with Staff as Contextual Variables in Applied Settings with Children with Autism
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2010 Examination of Behavioral Momentum with Staff as Contextual Variables in Applied Settings with Children
More informationPreference, Resistance to Change, and Qualitatively Different Reinforcers
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2008 Preference, Resistance to Change, and Qualitatively Different Reinforcers Christopher Aaron Podlesnik
More informationon both components of conc Fl Fl schedules, c and a were again less than 1.0. FI schedule when these were arranged concurrently.
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1975, 24, 191-197 NUMBER 2 (SEPTEMBER) PERFORMANCE IN CONCURRENT INTERVAL SCHEDULES: A SYSTEMATIC REPLICATION' BRENDA LOBB AND M. C. DAVISON UNIVERSITY
More informationResistance to Change Within Heterogeneous Response Sequences
Journal of Experimental Psychology: Animal Behavior Processes 2009, Vol. 35, No. 3, 293 311 2009 American Psychological Association 0097-7403/09/$12.00 DOI: 10.1037/a0013926 Resistance to Change Within
More informationCONDITIONED REINFORCEMENT AND RESPONSE STRENGTH TIMOTHY A. SHAHAN
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 2010, 93, 269 289 NUMBER 2(MARCH) CONDITIONED REINFORCEMENT AND RESPONSE STRENGTH TIMOTHY A. SHAHAN UTAH STATE UNIVERSITY Stimuli associated with primary
More informationChapter 12 Behavioral Momentum Theory: Understanding Persistence and Improving Treatment
Chapter 12 Behavioral Momentum Theory: Understanding Persistence and Improving Treatment Christopher A. Podlesnik and Iser G. DeLeon 12.1 Introduction Translational research in behavior analysis aims both
More informationAssessing the Effects of Matched and Unmatched Stimuli on the Persistence of Stereotypy. A Thesis Presented. Sarah Scamihorn
Assessing the Effects of Matched and Unmatched Stimuli on the Persistence of Stereotypy A Thesis Presented by Sarah Scamihorn The Department of Counseling and Applied Educational Psychology In partial
More informationConditional Relations among Abstract Stimuli: Outcomes from Three Procedures- Variations of Go/no-go and Match-to-Sample. A Thesis Presented
1 Conditional Relations among Abstract Stimuli: Outcomes from Three Procedures- Variations of Go/no-go and Match-to-Sample A Thesis Presented by Kimberly M. Walter The Department of Counseling and Applied
More informationPigeons Choose to Gamble in a Categorical Discrimination Task
Analysis of Gambling Behavior Volume 11 Article 2 2017 Pigeons Choose to Gamble in a Categorical Discrimination Task Nathaniel C. Rice 1. United States Army Medical Research Institute of Chemical Defense,
More informationInstrumental Conditioning I
Instrumental Conditioning I Basic Procedures and Processes Instrumental or Operant Conditioning? These terms both refer to learned changes in behavior that occur as a result of the consequences of the
More informationComparison of Direct and Indirect Reinforcement Contingencies on Task Acquisition. A Thesis Presented. Robert Mark Grant
Comparison of Direct and Indirect Reinforcement Contingencies on Task Acquisition A Thesis Presented By Robert Mark Grant In partial fulfillment of the requirements for the degree of Master of Science
More informationValue transfer in a simultaneous discrimination by pigeons: The value of the S + is not specific to the simultaneous discrimination context
Animal Learning & Behavior 1998, 26 (3), 257 263 Value transfer in a simultaneous discrimination by pigeons: The value of the S + is not specific to the simultaneous discrimination context BRIGETTE R.
More informationCAROL 0. ECKERMAN UNIVERSITY OF NORTH CAROLINA. in which stimulus control developed was studied; of subjects differing in the probability value
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1969, 12, 551-559 NUMBER 4 (JULY) PROBABILITY OF REINFORCEMENT AND THE DEVELOPMENT OF STIMULUS CONTROL' CAROL 0. ECKERMAN UNIVERSITY OF NORTH CAROLINA Pigeons
More informationFIXED-RATIO PUNISHMENT1 N. H. AZRIN,2 W. C. HOLZ,2 AND D. F. HAKE3
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR VOLUME 6, NUMBER 2 APRIL, 1963 FIXED-RATIO PUNISHMENT1 N. H. AZRIN,2 W. C. HOLZ,2 AND D. F. HAKE3 Responses were maintained by a variable-interval schedule
More informationUNIVERSITY OF WALES SWANSEA AND WEST VIRGINIA UNIVERSITY
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 05, 3, 3 45 NUMBER (JANUARY) WITHIN-SUBJECT TESTING OF THE SIGNALED-REINFORCEMENT EFFECT ON OPERANT RESPONDING AS MEASURED BY RESPONSE RATE AND RESISTANCE
More informationContrast and the justification of effort
Psychonomic Bulletin & Review 2005, 12 (2), 335-339 Contrast and the justification of effort EMILY D. KLEIN, RAMESH S. BHATT, and THOMAS R. ZENTALL University of Kentucky, Lexington, Kentucky When humans
More informationWithin-event learning contributes to value transfer in simultaneous instrumental discriminations by pigeons
Animal Learning & Behavior 1999, 27 (2), 206-210 Within-event learning contributes to value transfer in simultaneous instrumental discriminations by pigeons BRIGETTE R. DORRANCE and THOMAS R. ZENTALL University
More informationExtension of Behavioral Momentum Theory to Conditions with Changing Reinforcer Rates
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2017 Extension of Behavioral Momentum Theory to Conditions with Changing Reinforcer Rates Andrew R. Craig
More informationREINFORCEMENT OF PROBE RESPONSES AND ACQUISITION OF STIMULUS CONTROL IN FADING PROCEDURES
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1985, 439 235-241 NUMBER 2 (MARCH) REINFORCEMENT OF PROBE RESPONSES AND ACQUISITION OF STIMULUS CONTROL IN FADING PROCEDURES LANNY FIELDS THE COLLEGE OF
More informationSchedules of Reinforcement
Schedules of Reinforcement MACE, PRATT, ZANGRILLO & STEEGE (2011) FISHER, PIAZZA & ROANE CH 4 Rules that describe how will be reinforced are 1. Every response gets SR+ ( ) vs where each response gets 0
More informationA PRACTICAL VARIATION OF A MULTIPLE-SCHEDULE PROCEDURE: BRIEF SCHEDULE-CORRELATED STIMULI JEFFREY H. TIGER GREGORY P. HANLEY KYLIE M.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2008, 41, 125 130 NUMBER 1(SPRING 2008) A PRACTICAL VARIATION OF A MULTIPLE-SCHEDULE PROCEDURE: BRIEF SCHEDULE-CORRELATED STIMULI JEFFREY H. TIGER LOUISIANA STATE UNIVERSITY
More informationSTIMULUS FUNCTIONS IN TOKEN-REINFORCEMENT SCHEDULES CHRISTOPHER E. BULLOCK
STIMULUS FUNCTIONS IN TOKEN-REINFORCEMENT SCHEDULES By CHRISTOPHER E. BULLOCK A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
More informationLEARNING-SET OUTCOME IN SECOND-ORDER CONDITIONAL DISCRIMINATIONS
The Psychological Record, 2000, 50, 429-442 LEARNING-SET OUTCOME IN SECOND-ORDER CONDITIONAL DISCRIMINATIONS LUIS A. PEREZ-GONZALEZ, JOSEPH E. SPRADLIN, and KATHRYN J. SAUNDERS University of Oviedo, Spain
More informationPSYC2010: Brain and Behaviour
PSYC2010: Brain and Behaviour PSYC2010 Notes Textbook used Week 1-3: Bouton, M.E. (2016). Learning and Behavior: A Contemporary Synthesis. 2nd Ed. Sinauer Week 4-6: Rieger, E. (Ed.) (2014) Abnormal Psychology:
More informationBEHAVIORAL MOMENTUM THEORY: EQUATIONS AND APPLICATIONS JOHN A. NEVIN TIMOTHY A. SHAHAN
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2011, 44, 877 895 NUMBER 4(WINTER 2011) BEHAVIORAL MOMENTUM THEORY: EQUATIONS AND APPLICATIONS JOHN A. NEVIN UNIVERSITY OF NEW HAMPSHIRE AND TIMOTHY A. SHAHAN UTAH
More informationBehavioural Processes
Behavioural Processes 89 (2012) 212 218 Contents lists available at SciVerse ScienceDirect Behavioural Processes j o ur nal homep age : www.elsevier.com/locate/behavproc Providing a reinforcement history
More informationAppendix: Instructions for Treatment Index B (Human Opponents, With Recommendations)
Appendix: Instructions for Treatment Index B (Human Opponents, With Recommendations) This is an experiment in the economics of strategic decision making. Various agencies have provided funds for this research.
More informationTraining and generalization of complex auditory-visual conditional discriminations in individuals with autism: New procedures using dynamic stimuli.
Training and generalization of complex auditory-visual conditional discriminations in individuals with autism: New procedures using dynamic stimuli. Harry A. Mackay, Brooks Thompson, & William J. McIlvane
More informationBirds' Judgments of Number and Quantity
Entire Set of Printable Figures For Birds' Judgments of Number and Quantity Emmerton Figure 1. Figure 2. Examples of novel transfer stimuli in an experiment reported in Emmerton & Delius (1993). Paired
More informationSequences of Fixed-Ratio Schedules of Reinforcement: The Effect of Ratio Size in the Second and Third Fixed-Ratio on Pigeons' Choice
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 12-1991 Sequences of Fixed-Ratio Schedules of Reinforcement: The Effect of Ratio Size in the Second and Third Fixed-Ratio
More informationMcEvoy, & Williams, 1994; Davis, Brady, Williams, & Hamilton, 1992; Harchik & Putzier, 1990; Horner, Day, Sprague, O Brien, & Heathfield, 1991;
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1996, 29, 471 482 NUMBER 4(WINTER 1996) VARIANT AND INVARIANT HIGH-PROBABILITY REQUESTS: INCREASING APPROPRIATE BEHAVIORS IN CHILDREN WITH EMOTIONAL-BEHAVIORAL DISORDERS
More informationExamining the Constant Difference Effect in a Concurrent Chains Procedure
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations May 2015 Examining the Constant Difference Effect in a Concurrent Chains Procedure Carrie Suzanne Prentice University of Wisconsin-Milwaukee
More informationBehavioral Persistence of Stereotypy. A Thesis Presented. Joseph Michael Lambert. The Department of Counseling and Applied Educational Psychology
The Effects of Matched and Unmatched Stimulation on the Behavioral Persistence of Stereotypy A Thesis Presented by Joseph Michael Lambert The Department of Counseling and Applied Educational Psychology
More informationTravel Distance and Stimulus Duration on Observing Responses by Rats
EUROPEAN JOURNAL OF BEHAVIOR ANALYSIS 2010, 11, 79-91 NUMBER 1 (SUMMER 2010) 79 Travel Distance and Stimulus Duration on Observing Responses by Rats Rogelio Escobar National Autonomous University of Mexico
More informationGENERATING VARIABLE AND RANDOM SCHEDULES OF REINFORCEMENT USING MICROSOFT EXCEL MACROS STACIE L. BANCROFT AND JASON C. BOURRET
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2008, 41, 227 235 NUMBER 2(SUMMER 2008) GENERATING VARIABLE AND RANDOM SCHEDULES OF REINFORCEMENT USING MICROSOFT EXCEL MACROS STACIE L. BANCROFT AND JASON C. BOURRET
More informationTHE EFFECTS OF MAGNITUDE AND QUALITY OF REINFORCEMENT ON CHOICE RESPONDING DURING PLAY ACTIVITIES HANNAH HOCH NICKY FARANDA SHAYNA L.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2002, 35, 171 181 NUMBER 2(SUMMER 2002) THE EFFECTS OF MAGNITUDE AND QUALITY OF REINFORCEMENT ON CHOICE RESPONDING DURING PLAY ACTIVITIES HANNAH HOCH THE GRADUATE CENTER,
More informationSUBSTITUTION EFFECTS IN A GENERALIZED TOKEN ECONOMY WITH PIGEONS LEONARDO F. ANDRADE 1 AND TIMOTHY D. HACKENBERG 2
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 217, 17, 123 135 NUMBER 1 (JANUARY) SUBSTITUTION EFFECTS IN A GENERALIZED TOKEN ECONOMY WITH PIGEONS LEONARDO F. ANDRADE 1 AND TIMOTHY D. HACKENBERG 2 1
More informationANTECEDENT REINFORCEMENT CONTINGENCIES IN THE STIMULUS CONTROL OF AN A UDITORY DISCRIMINA TION' ROSEMARY PIERREL AND SCOT BLUE
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR ANTECEDENT REINFORCEMENT CONTINGENCIES IN THE STIMULUS CONTROL OF AN A UDITORY DISCRIMINA TION' ROSEMARY PIERREL AND SCOT BLUE BROWN UNIVERSITY 1967, 10,
More informationKEY PECKING IN PIGEONS PRODUCED BY PAIRING KEYLIGHT WITH INACCESSIBLE GRAIN'
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1975, 23, 199-206 NUMBER 2 (march) KEY PECKING IN PIGEONS PRODUCED BY PAIRING KEYLIGHT WITH INACCESSIBLE GRAIN' THOMAS R. ZENTALL AND DAVID E. HOGAN UNIVERSITY
More informationProcessing of empty and filled time intervals in pigeons
Learning & Behavior 2004, 32 (4), 477-490 Processing of empty and filled time intervals in pigeons DOUGLAS S. GRANT and DIANE C. TALARICO University of Alberta, Edmonton, Alberta, Canada Pigeons were trained
More informationStimulus control of foodcup approach following fixed ratio reinforcement*
Animal Learning & Behavior 1974, Vol. 2,No. 2, 148-152 Stimulus control of foodcup approach following fixed ratio reinforcement* RICHARD B. DAY and JOHN R. PLATT McMaster University, Hamilton, Ontario,
More informationSECOND-ORDER CONDITIONAL CONTROL OF MEMBERS OF AN EQUIVALENCE CLASS THESIS. Presented to the Graduate Council of the
37
More informationINTRODUCING NEW STIMULI IN FADING
JOURNL OF THE EXPERMENTL NLYSS OF BEHVOR 1979, 32, 121-127 NUMBER (JULY) CQUSTON OF STMULUS CONTROL WHLE NTRODUCNG NEW STMUL N FDNG LNNY FELDS THE COLLEGE OF STTEN SLND fter establishing a discrimination
More informationEVALUATIONS OF DELAYED REINFORCEMENT IN CHILDREN WITH DEVELOPMENTAL DISABILITIES
EVALUATIONS OF DELAYED REINFORCEMENT IN CHILDREN WITH DEVELOPMENTAL DISABILITIES By JOLENE RACHEL SY A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
More informationAN EVALUATION OF PREFERENCE FOR VIDEO AND IN VIVO MODELING KANEEN B. GEIGER AND LINDA A. LEBLANC
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2010, 43, 279 283 NUMBER 2(SUMMER 2010) AN EVALUATION OF PREFERENCE FOR VIDEO AND IN VIVO MODELING KANEEN B. GEIGER AND LINDA A. LEBLANC AUBURN UNIVERSITY AND COURTNEY
More informationASYMMETRY OF REINFORCEMENT AND PUNISHMENT IN HUMAN CHOICE ERIN B. RASMUSSEN AND M. CHRISTOPHER NEWLAND
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 2008, 89, 157 167 NUMBER 2(MARCH) ASYMMETRY OF REINFORCEMENT AND PUNISHMENT IN HUMAN CHOICE ERIN B. RASMUSSEN AND M. CHRISTOPHER NEWLAND IDAHO STATE UNIVERSITY
More informationExcerpt from LABORATORY MANUAL PRINCIPLES OF PSYCHOLOGY: EXPERIMENTAL FOUNDATIONS PSYCHOLOGY
Excerpt from LABORATORY MANUAL PRINCIPLES OF PSYCHOLOGY: EXPERIMENTAL FOUNDATIONS PSYCHOLOGY 122 2001 Participating Faculty Professor James Dickson (dickson@stolaf.edu) Professor Dana Gross (grossd@stolaf.edu)
More informationON THE EFFECTS OF EXTENDED SAMPLE-OBSERVING RESPONSE REQUIREMENTS ON ADJUSTED DELAY IN A TITRATING DELAY MATCHING-TO-SAMPLE PROCEDURE WITH PIGEONS
ON THE EFFECTS OF EXTENDED SAMPLE-OBSERVING RESPONSE REQUIREMENTS ON ADJUSTED DELAY IN A TITRATING DELAY MATCHING-TO-SAMPLE PROCEDURE WITH PIGEONS Brian D. Kangas, B.A. Thesis Prepared for the Degree of
More informationExperience with Dynamic Reinforcement Rates Decreases Resistance to Extinction
Utah State University DigitalCommons@USU Psychology Faculty Publications Psychology 3-2016 Experience with Dynamic Reinforcement Rates Decreases Resistance to Extinction Andrew R. Craig Utah State University
More informationRESPONSE PERSISTENCE UNDER RATIO AND INTERVAL REINFORCEMENT SCHEDULES KENNON A. LATTAL, MARK P. REILLY, AND JAMES P. KOHN
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1998, 70, 165 183 NUMBER 2(SEPTEMBER) RESPONSE PERSISTENCE UNDER RATIO AND INTERVAL REINFORCEMENT SCHEDULES KENNON A. LATTAL, MARK P. REILLY, AND JAMES
More informationTuesday 5-8 Tuesday 5-8
Tuesday 5-8 Tuesday 5-8 EDF 6222 Concepts of Applied Behavior Analysis 3 Semester Graduate Course Credit Hours 45 hours in concepts and principles of behavior analysis, measurement, behavior change considerations,
More informationAN EVALUATION OF CHOICE ON INSTRUCTIONAL EFFICACY AND INDIVIDUAL PREFERENCES AMONG CHILDREN WITH AUTISM KAREN A. TOUSSAINT TIFFANY KODAK
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2016, 49, 1 6 170 175 NUMBER 1(SPRING) AN EVALUATION OF CHOICE ON INSTRUCTIONAL EFFICACY AND INDIVIDUAL PREFERENCES AMONG CHILDREN WITH AUTISM KAREN A. TOUSSAINT UNIVERSITY
More informationDOES STIMULUS COMPLEXITY AFFECT ACQUISITION OF CONDITIONAL DISCRIMINATIONS AND THE EMERGENCE OF DERIVED RELATIONS? Tiffani L. Martin, B.A., B.S.
DOES STIMULUS COMPLEXITY AFFECT ACQUISITION OF CONDITIONAL DISCRIMINATIONS AND THE EMERGENCE OF DERIVED RELATIONS? Tiffani L. Martin, B.A., B.S. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY
More informationFunctionality. A Case For Teaching Functional Skills 4/8/17. Teaching skills that make sense
Functionality Teaching skills that make sense Mary Jane Weiss, Ph.D., BCBA-D Eden Princeton Lecture Series April, 2017 A Case For Teaching Functional Skills Preston Lewis, Dec. 1987, TASH Newsletter excerpt
More informationRules and Self-Rules: Effects of Variation Upon Behavioral Sensitivity to Change
The Psychological Record, 2009, 59, 641 670 Rules and Self-Rules: Effects of Variation Upon Behavioral Sensitivity to Change Ana A. Baumann Washington University in St. Louis Josele Abreu-Rodrigues and
More informationA Comparison of Edible, Social, and No Contrived Reinforcement on the. Acquisition of a Behavior Chain. A Thesis Presented.
Comparing Edible, Social, and No Contrived Reinforcement 1 A Comparison of Edible, Social, and No Contrived Reinforcement on the Acquisition of a Behavior Chain A Thesis Presented by Kimberly Flint Department
More informationChapter 6/9: Learning
Chapter 6/9: Learning Learning A relatively durable change in behavior or knowledge that is due to experience. The acquisition of knowledge, skills, and behavior through reinforcement, modeling and natural
More informationOn the empirical status of the matching law : Comment on McDowell (2013)
On the empirical status of the matching law : Comment on McDowell (2013) Pier-Olivier Caron To cite this version: Pier-Olivier Caron. On the empirical status of the matching law : Comment on McDowell (2013):
More informationINTERACTIONS OF CONTINGENCIES, INSTRUCTIONAL ACCURACY, AND INSTRUCTIONAL HISTORY IN CONDITIONAL DISCRIMINATION
The Psychological Record, 2005, 55, 633-646 INTERACTIONS OF CONTINGENCIES, INSTRUCTIONAL ACCURACY, AND INSTRUCTIONAL HISTORY IN CONDITIONAL DISCRIMINATION HECTOR MARTINEZ and RICARDO TAMAYO University
More informationAttention shifts during matching-to-sample performance in pigeons
Animal Learning & Behavior 1975, Vol. 3 (2), 85-89 Attention shifts during matching-to-sample performance in pigeons CHARLES R. LEITH and WILLIAM S. MAKI, JR. University ofcalifornia, Berkeley, California
More informationDetermining the Reinforcing Value of Social Consequences and Establishing. Social Consequences as Reinforcers. A Thesis Presented. Hilary A.
Determining the Reinforcing Value of Social Consequences and Establishing Social Consequences as Reinforcers A Thesis Presented by Hilary A. Gibson The Department of Counseling and Applied Educational
More informationUnit 6 Learning.
Unit 6 Learning https://www.apstudynotes.org/psychology/outlines/chapter-6-learning/ 1. Overview 1. Learning 1. A long lasting change in behavior resulting from experience 2. Classical Conditioning 1.
More informationLinking descriptive assessment to functional analysis and treatment of transition-related problem behavior
Syracuse University SURFACE Dissertations - ALL SURFACE June 2017 Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior William Edward Sullivan Syracuse
More informationUSING A SELF-CONTROL TRAINING PROCEDURE TO INCREASE APPROPRIATE BEHAVIOR MARK R. DIXON AND LINDA J. HAYES
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1998, 31, 203 210 NUMBER 2(SUMMER 1998) USING A SELF-CONTROL TRAINING PROCEDURE TO INCREASE APPROPRIATE BEHAVIOR MARK R. DIXON AND LINDA J. HAYES UNIVERSITY OF NEVADA
More informationFramework for Comparative Research on Relational Information Displays
Framework for Comparative Research on Relational Information Displays Sung Park and Richard Catrambone 2 School of Psychology & Graphics, Visualization, and Usability Center (GVU) Georgia Institute of
More informationCONTROL OF IMPULSIVE CHOICE THROUGH BIASING INSTRUCTIONS. DOUGLAS J. NAVARICK California State University, Fullerton
The Psychological Record, 2001, 51, 549-560 CONTROL OF IMPULSIVE CHOICE THROUGH BIASING INSTRUCTIONS DOUGLAS J. NAVARICK California State University, Fullerton College students repeatedly chose between
More informationEye fixations to figures in a four-choice situation with luminance balanced areas: Evaluating practice effects
Journal of Eye Movement Research 2(5):3, 1-6 Eye fixations to figures in a four-choice situation with luminance balanced areas: Evaluating practice effects Candido V. B. B. Pessôa Edson M. Huziwara Peter
More informationOperant matching. Sebastian Seung 9.29 Lecture 6: February 24, 2004
MIT Department of Brain and Cognitive Sciences 9.29J, Spring 2004 - Introduction to Computational Neuroscience Instructor: Professor Sebastian Seung Operant matching Sebastian Seung 9.29 Lecture 6: February
More informationNSCI 324 Systems Neuroscience
NSCI 324 Systems Neuroscience Dopamine and Learning Michael Dorris Associate Professor of Physiology & Neuroscience Studies dorrism@biomed.queensu.ca http://brain.phgy.queensu.ca/dorrislab/ NSCI 324 Systems
More informationCONTINGENT MAGNITUDE OF REWARD IN A HUMAN OPERANT IRT>15-S-LH SCHEDULE. LOUIS G. LIPPMAN and LYLE E. LERITZ Western Washington University
The Psychological Record, 2002, 52, 89-98 CONTINGENT MAGNITUDE OF REWARD IN A HUMAN OPERANT IRT>15-S-LH SCHEDULE LOUIS G. LIPPMAN and LYLE E. LERITZ Western Washington University In an IRT>15-s schedule,
More informationErik Arntzen, Terje Grondahl, and Christoffer Eilifsen. Akershus University College
The Psychological Record, 2010, 60, 437 462 THE EFFECTS OF DIFFERENT TRAINING STRUCTURES IN THE ESTABLISHMENT OF CONDITIONAL DISCRIMINATIONS AND SUBSEQUENT PERFORMANCE ON TESTS FOR STIMULUS EQUIVALENCE
More informationSTUDIES OF WHEEL-RUNNING REINFORCEMENT: PARAMETERS OF HERRNSTEIN S (1970) RESPONSE-STRENGTH EQUATION VARY WITH SCHEDULE ORDER TERRY W.
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 2000, 73, 319 331 NUMBER 3(MAY) STUDIES OF WHEEL-RUNNING REINFORCEMENT: PARAMETERS OF HERRNSTEIN S (1970) RESPONSE-STRENGTH EQUATION VARY WITH SCHEDULE
More informationRelations between quality of reinforcement and the persistence of task completion
University of Iowa Iowa Research Online Theses and Dissertations Spring 2014 Relations between quality of reinforcement and the persistence of task completion Patrick William Romani University of Iowa
More informationToken reinforcement and resistance to change
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2013 Token reinforcement and resistance to change Eric A. Thrailkill Utah State University Follow this
More informationComparing Two Procedures to Teach Conditional Discriminations: Simple Discriminations With and Without S- Stimuli Present. A Thesis Presented
1 Comparing Two Procedures to Teach Conditional Discriminations: Simple Discriminations With and Without S- Stimuli Present A Thesis Presented by Lindsey M. Ryan The Department of Counseling and Applied
More informationEFFECTIVE COMMUNICATION IN MEDICAL SETTINGS
EFFECTIVE COMMUNICATION IN MEDICAL SETTINGS HEALTH CARE PROVIDERS MUST ENSURE EFFECTIVE COMMUNICATION WITH PATIENTS AND THEIR COMPANIONS Begin ADA, Section 504 and Section 1557 REQUIREMENTS The Americans
More informationCognitive dissonance in children: Justification of effort or contrast?
Psychonomic Bulletin & Review 2008, 15 (3), 673-677 doi: 10.3758/PBR.15.3.673 Cognitive dissonance in children: Justification of effort or contrast? JÉRÔME ALESSANDRI AND JEAN-CLAUDE DARCHEVILLE University
More informationTHE EFFECTS OF THERAPIST-MEDIATED SIGNALS AND PARTICIPANT-MEDIATED RESPONSES ON THE DELAY TOLERANCE OF TYPICALLY DEVELOPING PRESCHOOL CHILDREN
THE EFFECTS OF THERAPIST-MEDIATED SIGNALS AND PARTICIPANT-MEDIATED RESPONSES ON THE DELAY TOLERANCE OF TYPICALLY DEVELOPING PRESCHOOL CHILDREN BY Copyright 2010 MATTHEW H. NEWQUIST Submitted to the graduate
More informationBehavioural Processes
Behavioural Processes 95 (23) 4 49 Contents lists available at SciVerse ScienceDirect Behavioural Processes journal homepage: www.elsevier.com/locate/behavproc What do humans learn in a double, temporal
More informationScale Invariance and Primacy and Recency Effects in an Absolute Identification Task
Neath, I., & Brown, G. D. A. (2005). Scale Invariance and Primacy and Recency Effects in an Absolute Identification Task. Memory Lab Technical Report 2005-01, Purdue University. Scale Invariance and Primacy
More informationCHAPTER 27: BEHAVIOR ANALYSIS AND TREATMENT OF DRUG ADDICTION
CHAPTER 27: BEHAVIOR ANALYSIS AND TREATMENT OF DRUG ADDICTION Fisher ch.27 Drug addiction is a very prevalent issue in the current United States society. The substance abuse treatments that are available
More informationQuantitative analyses of methamphetamine s effects on self-control choices: implications for elucidating behavioral mechanisms of drug action
Behavioural Processes 66 (2004) 213 233 Quantitative analyses of methamphetamine s effects on self-control choices: implications for elucidating behavioral mechanisms of drug action Raymond C. Pitts, Stacy
More informationEffects of Increased Exposure to Training Trials with Children with Autism. A Thesis Presented. Melissa A. Ezold
Effects of Increased Exposure to Training Trials with Children with Autism A Thesis Presented by Melissa A. Ezold The Department of Counseling and Applied Educational Psychology In partial fulfillment
More informationBACB Fourth Edition Task List Assessment Form
Supervisor: Date first assessed: Individual being Supervised: Certification being sought: Instructions: Please mark each item with either a 0,1,2 or 3 based on rating scale Rating Scale: 0 - cannot identify
More informationChapter 13 Understanding Problem Behaviors through Functional Assessment Functional assessment
Chapter 13 Understanding Problem Behaviors through Functional Assessment Functional assessment understand WHY the person engages in the behavior by determining the antecedent events that evoke the behavior
More informationPROBABILITY OF SHOCK IN THE PRESENCE AND ABSENCE OF CS IN FEAR CONDITIONING 1
Journal of Comparative and Physiological Psychology 1968, Vol. 66, No. I, 1-5 PROBABILITY OF SHOCK IN THE PRESENCE AND ABSENCE OF CS IN FEAR CONDITIONING 1 ROBERT A. RESCORLA Yale University 2 experiments
More informationDikran J. Martin. Psychology 110. Name: Date: Principal Features. "First, the term learning does not apply to (168)
Dikran J. Martin Psychology 110 Name: Date: Lecture Series: Chapter 5 Learning: How We're Changed Pages: 26 by Experience TEXT: Baron, Robert A. (2001). Psychology (Fifth Edition). Boston, MA: Allyn and
More informationRunning Head: Improving Parent Implementation of Discrete Trial Teaching
Parent Training 1 Running Head: Improving Parent Implementation of Discrete Trial Teaching Improving Parent Implementation of Discrete Trial Teaching Using Video Self-monitoring Daniel Knight The New England
More informationInterference with spatial working memory: An eye movement is more than a shift of attention
Psychonomic Bulletin & Review 2004, 11 (3), 488-494 Interference with spatial working memory: An eye movement is more than a shift of attention BONNIE M. LAWRENCE Washington University School of Medicine,
More informationElluminate and Accessibility: Receive, Respond, and Contribute
Elluminate and Accessibility: Receive, Respond, and Contribute More than 43 million Americans have one or more physical or mental disabilities. What s more, as an increasing number of aging baby boomers
More informationBasic characteristics
Learning Basic characteristics The belief that the universe is lawful and orderly The occurrence of phenomena as a function of the operation of specific variables Objective observation Controlled experiments
More informationHierarchical Stimulus Processing by Pigeons
Entire Set of Printable Figures For Hierarchical Stimulus Processing by Pigeons Cook In one experiment, Cerella (1980) trained pigeons to discriminate intact drawings of Charlie Brown from normal drawings
More informationAnimal memory: The contribution of generalization decrement to delayed conditional discrimination retention functions
Learning & Behavior 2009, 37 (4), 299-304 doi:10.3758/lb.37.4.299 Animal memory: The contribution of generalization decrement to delayed conditional discrimination retention functions REBECCA RAYBURN-REEVES
More informationA Memory Model for Decision Processes in Pigeons
From M. L. Commons, R.J. Herrnstein, & A.R. Wagner (Eds.). 1983. Quantitative Analyses of Behavior: Discrimination Processes. Cambridge, MA: Ballinger (Vol. IV, Chapter 1, pages 3-19). A Memory Model for
More informationTesting the Functional Equivalence of Retention Intervals and Sample-Stimulus Disparity in Conditional Discrimination
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2008 Testing the Functional Equivalence of Retention Intervals and Sample-Stimulus Disparity in Conditional
More information