Effects of Reinforcement Context on Initial Link Responding in Concurrent Chain Reinforcement Schedules

2016 ◽  
Vol 67 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Paul Romanowich ◽  
Alyssa Cozine ◽  
Daniel L. Worthen
2007 ◽  
Vol 8 (2) ◽  
pp. 237-252
Author(s):  
Paul Neuman ◽  
Natalie Hansell ◽  
Elizabeth Kriso

1987 ◽  
Vol 65 (3) ◽  
pp. 787-795 ◽  
Author(s):  
William F. Vitulli ◽  
J. Ken Lambert ◽  
Stella W. Brown ◽  
Joseph M. Quinn

The objective of this exploratory investigation was to determine the interactive effects of fixed-ratio scheduling of microwave reinforcement in tandem with changes in microwave intensity. Nine albino rats were conditioned to regulate their thermal environment with microwave radiation while living in a Skinner (operant conditioning) Box in which the ambient temperature was about 27.13°F at the beginning of the session. Each rat obtained a 6-sec. exposure of microwave radiation on a fixed-ratio schedule of MW reinforcement, the values of which varied from FR-1 to FR-30. Intensities of MW radiation were 62.5 W, 125 W, 250 W, and 437.5 W. Sessions lasted for 8 to 9 hr. over an approximate 13-mo. period. The effects of the intensity of microwave reinforcement varied as a function of the ratio value of the schedule used. Continuous reinforcement (FR-1) produced the lowest over-all rates, whereas FR-15, and FR-25 produced the highest over-all rates. Relatively higher thermal-behavior rates occurred under 62.5 W than under any of the other MW intensities for FR-1, FR-15, and FR-25, whereas FR-10 and FR-30 ratios produced intermediate rates of thermal responding which were constant for all values of MW intensity. These data are explained in terms of interactive effects between the “local” satiation or deprivation properties of the MW intensity and the ratio requirements of the schedule of MW reinforcement.


1980 ◽  
Vol 5 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Robert A. Gable ◽  
Richard E. Shores

This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disordered youngsters approaching a proficiency level in oral reading, manipulation of reinforcement schedules was demonstrated to be the more effective approach.


1999 ◽  
Vol 27 (1) ◽  
pp. 89-96 ◽  
Author(s):  
Nicholas Carr ◽  
Janet Carr

Where a behaviour has been maintained on a variable schedule of reinforcement theoretically it should be possible to reduce resistance to extinction by first putting the behaviour onto a continuous schedule of reinforcement. This approach has been employed in animal research but rarely with human participants, and where it has, with little success. This study describes the use of the approach to overcome some minor problems in the behaviour of young children, the problems being sufficiently troublesome for the parents to consult their GP. All the families who used the approach were successful in remediating the behaviour. Some reasons for this success, in contrast with the disappointing outcomes of some of the earlier research, are discussed. Although the study lacks formal controls it is suggested that the approach could be usefully applied to other common childhood behaviours that have been subjected to variable reinforcement.


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