DSP4 and Herrnstein's equation: further evidence for a role of noradrenaline in the maintenance of operant behaviour by positive reinforcement

1988 ◽  
Vol 96 (4) ◽  
pp. 551-556 ◽  
Author(s):  
M. J. Morley ◽  
K. Shah ◽  
C. M. Bradshaw ◽  
E. Szabadi
Keyword(s):  
Positive Reinforcement ◽  
Operant Behaviour ◽  
Herrnstein's Equation

scholarly journals Association of the OPRM1 A118G polymorphism and Pavlovian-to-instrumental transfer: Clinical relevance for alcohol dependence

2021 ◽  
pp. 026988112199199 ◽  
Author(s):  
Miriam Sebold ◽  
Maria Garbusow ◽  
Deniz Cerci ◽  
Ke Chen ◽  
Christian Sommer ◽  
...  
Keyword(s):  
Alcohol Dependence ◽  
Opioid Receptor ◽  
Mechanistic Model ◽  
Critical Role ◽  
Opioid System ◽  
Operant Behaviour ◽  
Oprm1 Gene ◽  
Potential Biomarker ◽  
A118g Polymorphism

Background: Pavlovian-to-instrumental transfer (PIT) quantifies the extent to which a stimulus that has been associated with reward or punishment alters operant behaviour. In alcohol dependence (AD), the PIT effect serves as a paradigmatic model of cue-induced relapse. Preclinical studies have suggested a critical role of the opioid system in modulating Pavlovian–instrumental interactions. The A118G polymorphism of the OPRM1 gene affects opioid receptor availability and function. Furthermore, this polymorphism interacts with cue-induced approach behaviour and is a potential biomarker for pharmacological treatment response in AD. In this study, we tested whether the OPRM1 polymorphism is associated with the PIT effect and relapse in AD. Methods: Using a PIT task, we examined three independent samples: young healthy subjects ( N = 161), detoxified alcohol-dependent patients ( N = 186) and age-matched healthy controls ( N = 105). We used data from a larger study designed to assess the role of learning mechanisms in the development and maintenance of AD. Subjects were genotyped for the A118G (rs1799971) polymorphism of the OPRM1 gene. Relapse was assessed after three months. Results: In all three samples, participants with the minor OPRM1 G-Allele (G+ carriers) showed increased expression of the PIT effect in the absence of learning differences. Relapse was not associated with the OPRM1 polymorphism. Instead, G+ carriers displaying increased PIT effects were particularly prone to relapse. Conclusion: These results support a role for the opioid system in incentive salience motivation. Furthermore, they inform a mechanistic model of aberrant salience processing and are in line with the pharmacological potential of opioid receptor targets in the treatment of AD.

scholarly journals Aplikasi Teori Behavioristik dan Konstruktifistik dalam Kegiatan Pembelajaran di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

2017 ◽  
Vol 6 (2) ◽  
pp. 33
Author(s):  
Akhmad Pandu Setiawan
Keyword(s):  
Learning Theory ◽  
Positive Reinforcement ◽  
Cognitive Learning ◽  
Behavioral Changes ◽  
Negative Evaluation ◽  
Learning Approaches ◽  
The Road ◽  
And Behavior ◽  
Desirable Behavior

Behaviorism learning theory is oriented towards results that can be measured and observed. Repetition and training used so that the desired behavior can become a habit. The expected results of the implementation of this behavioristic theory is the formation of a desired behavior. The desirable behavior gets positive reinforcement and behavior that is not appropriate awarded the negative. Evaluation or assessment based on observed behavior. In theory this learned professor was not much give a lecture, but the brief instruction is followed by examples by themselves or through simulation. The purpose of this paper is to describe the application of the theory Behavioristic and konstruktifistik in learning activities at the School of Raden Wijaya Tarbiyah Mojokerto. Behavioristic learning theory emphasizes the changes in behavior as well as a result of the interaction between stimulus and response. Learning is a process of behavioral changes as a result of the interaction between stimulus and response. A person is considered to have learned if he could show changes in behavior. Although learning theory tigkah behavior began to be abandoned century, but collaborate on this theory with cognitive learning theory and the theory of other learning is essential for creating a learning approach that is appropriate and effective, because basically there is no single theory of learning that is truly suited to creating a learning approaches and effective fit. especially with constructivism learning model. The role of the faculty in constructivist learning very demanding mastery of a broad and in-depth about the material taught. A broad and deep knowledge allow a lecturer accept different views and ideas of students and also makes it possible to indicate whether or not the idea of ​​the road. Mastery of the material allows a professor to understand all kinds of roads and the model to arrive at a solution to the problem without fixed on one model.

Evidence for an involvement of 5-hydroxytryptaminergic neurones in the maintenance of operant behaviour by positive reinforcement

1991 ◽  
Vol 105 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Mary A. Wogar ◽  
C. M. Bradshaw ◽  
E. Szabadi
Keyword(s):  
Positive Reinforcement ◽  
Operant Behaviour

Treatment of Escape-Maintained Behavior with Positive Reinforcement: The Role of Reinforcement Contingency and Density

2009 ◽  
Vol 32 (3) ◽  
pp. 371-401 ◽  
Author(s):  
Einar T. Ingvarsson ◽  
Gregory P. Hanley ◽  
Katherine M. Welter
Keyword(s):  
Positive Reinforcement ◽  
Reinforcement Contingency

Coercion and Contagion in Child and Adolescent Peer Relationships

2015 ◽  
Author(s):  
Timothy F. Piehler
Keyword(s):  
Problem Behaviors ◽  
Peer Relationships ◽  
Internalizing Symptoms ◽  
Positive Reinforcement ◽  
Peer Interactions ◽  
Social Processes ◽  
Future Directions ◽  
Deviancy Training ◽  
Youth Adjustment

Peer relationships during adolescence play a powerful role in youth adjustment. This chapter summarizes research regarding two distinct yet related social processes that have been observed within adolescent peer interactions to be predictive of problem behaviors: coercion and contagion. The mechanisms underlying these two processes are outlined, including positive reinforcement involved in deviancy training (a form of contagion) as well as escape conditioning involved in coercion. The chapter details some of the commonalities between the two processes as seen in adolescence as well as key differences and risk factors unique to each. Several recent studies that simultaneously examined both coercion and contagion in peer interactions are highlighted. Finally, a number of future directions are outlined, including advancing analytic methods to better understand bidirectional effects and further investigating the role of these processes in internalizing symptoms in adolescence.

scholarly journals Facilitation of equivalence – equivalence responding: generalization of relational responses

2011 ◽  
Vol 4 (2) ◽  
pp. 20-29 ◽  
Author(s):  
Vicente Perez ◽  
Andres Garcia ◽  
Jesus Gomez
Keyword(s):  
Analogical Reasoning ◽  
Two Dimensions ◽  
The Other ◽  
Operant Behaviour ◽  
Analytic Model ◽  
Compound Stimuli

Equivalence-equivalence responding (Eq-Eq) has become a behaviour analytic model of analogical reasoning. In previous works it was demonstrated that the exposition to a non-arbitrary relational task (facilitation procedure) improves performance in Eq-Eq tasks. In the present work we attempted to analyze the role of task components: arbitrary or non-arbitrary relational responses, role as sample or comparisons, and relating relations. In the first experiment, we devised four facilitation procedures combining two dimensions: simple or compound sample or comparisons and arbitrary or non-arbitrary relations among compound stimuli. In the second experiment two facilitation procedures including compound stimuli were tested. In one condition arbitrary relations worked as sample, and non-arbitrary relations as comparison. In the other condition its function was reversed. All procedures were effective to improve Eq-Eq to different extents, being arbitrary relational responses the key element. These results show generalization between non-arbitrary and arbitrary responses, and add further support to Eq-Eq responding as operant behaviour.

Peer Coercion and Electronic Messaging

2015 ◽  
Author(s):  
Samuel E. Ehrenreich ◽  
Marion K. Underwood
Keyword(s):  
Peer Influence ◽  
Text Messaging ◽  
Positive Reinforcement ◽  
Electronic Communication ◽  
Negative Reinforcement ◽  
Peer Group ◽  
Text Message ◽  
Peer Reinforcement ◽  
Electronic Messaging

This chapter examines how features of electronic communication (text messaging, Facebook, and Twitter) make it an ideal environment for peer influence, and how positive and negative peer reinforcement via electronic communication relates to the development and perpetuation of antisocial behavior. Electronic modes of communication allow youth to be in contact with their peer group instantaneously and continuously. The continuous access provided by electronic forms of communication may intensify the role of positive and negative reinforcement processes. Electronic communication extends youths’ ability to engage in the aversive behaviors that characterize peer coercion. This immediacy also permits less aversive, positive reinforcement processes—such as laughter and encouragement—to continue even when peers are not physically together. The role of text message communication in peer coercion and deviancy training is examined, and illustrative examples are presented. The challenges associated with measuring and observing children’s involvement with an ever-changing virtual landscape are also discussed.

Food cravings in food addiction: The distinct role of positive reinforcement

2012 ◽  
Vol 13 (3) ◽  
pp. 252-255 ◽  
Author(s):  
Adrian Meule ◽  
Andrea Kübler
Keyword(s):  
Positive Reinforcement ◽  
Food Addiction ◽  
Food Cravings ◽  
Distinct Role

scholarly journals Hearing Voices, Personal Growth and Positive Reinforcement

2021 ◽  
Vol 3 (4) ◽  
pp. p9
Author(s):  
Anony Mous
Keyword(s):  
Case Report ◽  
Personal Growth ◽  
Personal Experience ◽  
Positive Reinforcement ◽  
Hearing Voices

This case report delas with the interaction of hearing voices, maslows hierarchy and the role of positive reinforcement. It begins with an account of the different ways of hearing voices can affect each level of the maslow tree and then proceeds to identify ways this can be remedied through positive reinforcement. Finally this process is illustrated with a narrative detailing my personal experience of this.

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