scholarly journals Effects of Differential Reinforcement and Rules With Feedback on Preference for Choice and Verbal Reports

2012 ◽  
Vol 28 (1) ◽  
pp. 31-57 ◽  
Author(s):  
Allen Karsina ◽  
Rachel H. Thompson ◽  
Nicole M. Rodriguez ◽  
Nicholas R. Vanselow
1984 ◽  
Vol 7 (4) ◽  
pp. 547-553 ◽  
Author(s):  
B. F. Skinner

AbstractThe major contributions of operationism have been negative, largely because operationists failed to distinguish logical theories of reference from empirical accounts of language. Behaviorism never finished an adequate formulation of verbal reports and therefore could not convincingly embrace subjective terms. But verbal responses to private stimuli can arise as social products through the contingencies of reinforcement arranged by verbal communities.In analyzing traditional psychological terms, we need to know their stimulus conditions (“finding the referent”), and why each response is controlled by that condition. Consistent reinforcement of verbal responses in the presence of stimuli presupposes stimuli acting upon both the speaker and the reinforcing community, but subjective terms, which apparently are responses to private stimuli, lack this characteristic. Private stimuli are physical, but we cannot account for these verbal responses by pointing to controlling stimuli, and we have not shown how verbal communities can establish and maintain the necessary consistency of reinforcement contingencies.Verbal responses to private stimuli may be maintained through appropriate reinforcement based on public accompaniments, or through reinforcements accorded responses made to public stimuli, with private cases then occurring by generalization. These contingencies help us understand why private terms have never formed a stable and uniform vocabulary: It is impossible to establish rigorous vocabularies of private stimuli for public use, because differential reinforcement cannot be made contingent upon the property of privacy. The language of private events is anchored in the public practices of the verbal community, which make individuals aware only by differentially reinforcing their verbal responses with respect to their own bodies. The treatment of verbal behavior in terms of such functional relations between verbal responses and stimuli provides a radical behaviorist alternative to the operationism of methodological behaviorists.


2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.


2020 ◽  
Vol 20 (2) ◽  
pp. 94-107
Author(s):  
Cary E. Trump ◽  
Kevin M. Ayres ◽  
Kadijah K. Quinland ◽  
Karla A. Zabala

2016 ◽  
Vol 42 (2) ◽  
pp. 221-227 ◽  
Author(s):  
Kalliu C. Couto ◽  
Victor M. Navarro ◽  
Tatiana R. Smith ◽  
Edward A. Wasserman

Author(s):  
Thais Cazati Faleiros ◽  
Maria Martha Costa Hübner

In the scope of studies that investigate the effects of manipulation in verbal antecedents upon the related non verbal behavior, the present study evaluated the effect of differential reinforcement of one response class (choice of phrases about positive aspects about reading, interpreted as tacts with positive qualifying autoclitics) upon other class (the choice of reading behavior), reinforcing choices of phrases about positive aspects of reading and observing its effects upon the emission of reading behavior. It were registered activities and photographs chosen before and after the training. During training, four phrases appeared in a computer screen and just the choice of one of them (related to reading) was reinforced with points. The results indicated an augment of the choices in reading behavior as well as in the time of reading for the majority of the participants and an augment of the choices of choosing photographs related to reading, when compared to the results of the baseline. The results are interpreted according to behavior verbally governed.


2021 ◽  
pp. 016264342199410
Author(s):  
Jordan Yassine ◽  
Leigh Ann Tipton-Fisler

Check-in/Check-Out (CICO) has a long line of research evidence demonstrating its effectiveness in increasing prosocial behavior. The current paper demonstrated an electronic application of CICO utilizing Google Sheets® with teacher feedback. Google Sheets® offers an inexpensive, collaborative, and remote method for tracking behaviors. In the first study, 2,322 teacher ratings (from 38 teachers) were compared between traditional paper CICO forms or electronic Google Sheets®. Results found that teacher ratings were significantly more complete with the use of the electronic forms. In the second study, an electronic CICO form was used for progress monitoring and performance feedback with a middle school student. Through the form we were able to successfully track our participant’s behavior change in response to CICO with the combination of feedback and a differential reinforcement intervention. Social validity showed that overall teacher ratings were high with respect to ease of use, usefulness, cost-effectiveness, and convenience of the electronic Google Sheets®.


2021 ◽  
Vol 18 (2) ◽  
pp. 1-16
Author(s):  
Holly C. Gagnon ◽  
Carlos Salas Rosales ◽  
Ryan Mileris ◽  
Jeanine K. Stefanucci ◽  
Sarah H. Creem-Regehr ◽  
...  

Augmented reality ( AR ) is important for training complex tasks, such as navigation, assembly, and medical procedures. The effectiveness of such training may depend on accurate spatial localization of AR objects in the environment. This article presents two experiments that test egocentric distance perception in augmented reality within and at the boundaries of action space (up to 35 m) in comparison with distance perception in a matched real-world ( RW ) environment. Using the Microsoft HoloLens, in Experiment 1, participants in two different RW settings judged egocentric distances (ranging from 10 to 35 m) to an AR avatar or a real person using a visual matching measure. Distances to augmented targets were underestimated compared to real targets in the two indoor, RW contexts. Experiment 2 aimed to generalize the results to an absolute distance measure using verbal reports in one of the indoor environments. Similar to Experiment 1, distances to augmented targets were underestimated compared to real targets. We discuss these findings with respect to the importance of methodologies that directly compare performance in real and mediated environments, as well as the inherent differences present in mediated environments that are “matched” to the real world.


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