Secondary reinforcement as a suppressor of rate of responding in the free operant situation.

1962 ◽  
Vol 55 (6) ◽  
pp. 1016-1019 ◽  
Author(s):  
Stanley J. Weiss ◽  
Reed Lawson
Keyword(s):  
Secondary Reinforcement ◽  
Free Operant ◽  
Free Operant Situation

scholarly journals A multivariate study of competition in a free-operant situation

1971 ◽  
Vol 23 (3) ◽  
pp. 251-252 ◽  
Author(s):  
Robert S. Ruskin ◽  
Charles D. Corman
Keyword(s):  
Multivariate Study ◽  
Free Operant ◽  
Free Operant Situation

Shaping and Increasing Verbalizations in an Autistic Child in Response to Visual-Color Stimulation

1968 ◽  
Vol 27 (3_suppl) ◽  
pp. 1071-1074 ◽  
Author(s):  
Kenneth R. Fineman
Keyword(s):  
Autistic Child ◽  
Base Rate ◽  
Response Contingency ◽  
Free Operant ◽  
Visual Color ◽  
The Difference ◽  
Free Operant Situation ◽  
Prompt Response

It was hypothesized that systematic visual-color consequences contingent upon verbalizations would be effective in augmenting the rate of sounds as well as shaping specific words and word approximations, in a six-yr.-old autistic child. It was found that verbalizations were augmented over a base rate in a free operant situation. However, in a prompt-response contingency food was significantly more powerful in shaping specific sounds. Reasons for the difference were discussed.

Effects of Overtraining on Reversal and Nonreversal Discrimination Shifts in a Free Operant Situation

1964 ◽  
Vol 19 (3) ◽  
pp. 927-934 ◽  
Author(s):  
Charles N. Uhl
Keyword(s):  
Irrelevant Stimulus ◽  
Stimulus Dimension ◽  
Single Stimulus ◽  
Reversal Shift ◽  
Nonreversal Shift ◽  
Acquisition Criterion ◽  
Free Operant ◽  
Theoretical Issues ◽  
Free Operant Situation

Rats were trained on a single-stimulus, successive discrimination in a free operant situation. An irrelevant stimulus dimension was present at ail times. Following attainment of the acquisition criterion, Ss were shifted immediately or given 4 or 8 days of overtraining before being shifted. Half of Ss were given a reversal shift and half a nonreversal shift. Overtraining did not affect reversal or nonreversal learning. These results were contrasted with those of Mackintosh (1962). Various theoretical issues were discussed in light of the present findings. It was tentatively concluded that the overtraining effect depends upon the role of observing behavior in the formation and overtraining of a discrimination.

A Method for the Study of Competition in a Free-Operant Situation

1972 ◽  
Vol 81 (2) ◽  
pp. 315-319 ◽  
Author(s):  
Robert S. Ruskin ◽  
Charles D. Corman
Keyword(s):  
Free Operant ◽  
Free Operant Situation

Overtraining Extinction Effect Using a Free-Operant Procedure

1972 ◽  
Vol 31 (2) ◽  
pp. 539-544 ◽  
Author(s):  
Tom N. Tombaugh ◽  
Pierre St. Jean
Keyword(s):  
Reinforcement Schedule ◽  
Continuous Reinforcement Schedule ◽  
Continuous Reinforcement ◽  
Resistance To Extinction ◽  
Extended Training ◽  
Free Operant ◽  
Time Required ◽  
Increasing Function ◽  
Operant Procedure ◽  
Free Operant Situation

The effects of five levels of training (210, 490, 1470, 2450, 3430 reinforced responses) on extinction performance were investigated. A free-operant bar-press paradigm was employed. A continuous reinforcement schedule was used with .12 ml. of 64% sucrose. Number of bar-presses and duration of time to reach a 1-min. non-response criterion showed that resistance to extinction was an increasing function of the number of reinforcements during training. However, the amount of time required to reach a 5-min. criterion showed the opposite relationship. It was concluded that different criteria reflected different patterns of extinction behavior and that the overtraining extinction effect (decreased resistance to extinction following extended training) could be demonstrated in a free-operant situation if the appropriate criteria were selected.

Effects of Varying Amount of Reward in Free Operant Conditioning of Humans on a Fixed-Ratio Schedule

1969 ◽  
Vol 25 (3) ◽  
pp. 883-886
Author(s):  
James T. Webb ◽  
Paul P. Hirschfield
Keyword(s):  
Early Stage ◽  
Fixed Ratio ◽  
Secondary Reinforcement ◽  
Group Iv ◽  
Ratio Schedule ◽  
Fixed Ratio Schedule ◽  
Group Iii ◽  
Learning Group ◽  
Free Operant ◽  
Group I

38 Ss were divided into 4 groups, each group being placed on a 21:1 fixed-ratio schedule. Group I received an increase in magnitude of reward at a late stage of learning; Group II received a decrease in magnitude of reward at the same point in learning. Group III received an increase in reward-size at an early point in learning, while Group IV received a decrease in magnitude of reward at an early stage of learning. As predicted, shifts in reward significantly influenced running time in Groups III and IV but not in Groups I and II. These results are discussed as relevant to secondary reinforcement and learned expectancy.

Detection of Noncontingency in a Free-Operant Situation

1985 ◽  
Vol 11 (3) ◽  
pp. 231-245
Author(s):  
Victor A. Benassi ◽  
Russell L. Knoth ◽  
Heike I. M. Mahler
Keyword(s):  
Free Operant ◽  
Free Operant Situation

Overtraining Effects on Reversal and Nonreversal Discrimination Shifts with a Continuously Reinforced Free Operant

1967 ◽  
Vol 24 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Charles N. Uhl ◽  
B. Kent Parker ◽  
Philip B. Wooton
Keyword(s):  
Discrimination Learning ◽  
Irrelevant Stimulus ◽  
Stimulus Dimension ◽  
Single Stimulus ◽  
Reversal Shift ◽  
Nonreversal Shift ◽  
Continuous Reinforcement ◽  
Free Operant ◽  
Discrimination Criterion ◽  
Free Operant Situation

Rats were trained on a single-stimulus, successive discrimination in a free operant situation with continuous reinforcement of responding to S+. Ss were given 0, 4, or 8 days of overtraining (OT) after reaching the discrimination criterion. Half of the Ss were given a reversal shift (RS) and half a nonreversal shift (NRS). An irrelevant stimulus dimension was present at all times in Exp. 1, and it was absent in Exp. 2. OT did not affect RS or NRS learning in either experiment. NRS learning was faster than RS learning. These results were contrasted with other studies which have reported that OT facilitated RS learning and impeded NRS learning. Certain theoretical interpretations of discrimination learning, particularly Sutherland's treatment of centrally mediated attentional mechanisms, were critically discussed in light of the present findings.

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