Does Delay of Reinforcement Produce Durable Persistence?

1974 ◽  
Vol 26 (2) ◽  
pp. 218-228 ◽  
Author(s):  
Paul T. P. Wong ◽  
K. L. Traupmann ◽  
Steve Brake
Keyword(s):  
Phase I ◽  
Partial Reinforcement ◽  
The Other ◽  
Delayed Reinforcement ◽  
Phase 2 ◽  
Phase 3 ◽  
Control Phase ◽  
Runway Training ◽  
Consistent Reinforcement ◽  
Delay Of Reinforcement

In a foru-phase experiment, phase I was runway training under four different reinforcement conditions: partial reinforcement (PRF), partial delayed reinforcement (PDR), constant delayed reinforcement (CDR), and consistent reinforcement (CRF). During phase 2 extinction, PRF and PDR groups did not differ; both groups were more persistent than group CDR, which was in turn superior to the CRF control. Phase 3 was CRF reacquisition for all groups. During phase 4 extinction, PRF group was more presistent than the other three groups which did not differ. A Pavlovian counter-conditioning hypothesis was proposed to account for the absence of durable persistence following PDR training.

Extinction Performance as a Function of N-R Transitions and Intertrial Reinforcement with Extended Partial Reinforcement Training

1968 ◽  
Vol 22 (3) ◽  
pp. 765-771 ◽  
Author(s):  
James E. Spivey ◽  
David T. Hess ◽  
James Klemic
Keyword(s):  
Partial Reinforcement ◽  
The Other ◽  
Albino Rats ◽  
Extinction Performance ◽  
Extended Training ◽  
Consistent Reinforcement ◽  
Intertrial Reinforcement ◽  
Partial Reinforcement Training

3 groups of albino rats were given 96 acquisition trials in a runway. One group (C) was given consistent reinforcement, while the other 2 groups (PN, PR) received the same partial reinforcement pattern, RRNNRRNN, on each day. Following Trial 4 for Group PN and Trial 5 for Groups PR and C., Ss were given intertrial reinforcement. In extinction the groups were ordered PR, PN, C, with Group PR being most resistant to extinction. Taken in conjunction with the results of studies involving abbreviated training, the findings were interpreted as supporting the view that the same variables or processes influence extinction performance following both abbreviated and extended training. The results were further interpreted as supporting the modified aftereffects hypothesis.

Information and the Partial Reinforcement Acquisition Effect

1973 ◽  
Vol 25 (1) ◽  
pp. 147-153 ◽  
Author(s):  
R. N. Wilton ◽  
R. O. Clements
Keyword(s):  
Reinforcement Schedule ◽  
Partial Reinforcement ◽  
Partial Reward ◽  
The Other ◽  
Delayed Reinforcement ◽  
The Third ◽  
Trial Outcome ◽  
Trial Outcomes

Three groups of rats were trained on a delayed reinforcement schedule in an L-shaped runway. The running response, completed just before the turn of the runway, initiated the delay and exposed the rats to one of two delay stimuli. For two of the groups partial reward (50%) followed the delay. For one of these groups the delay stimuli and trial outcomes were correlated, making the delay stimuli informative with respect to the trial outcome some seconds before the outcome occurred. For the other group the delay stimuli and outcomes were uncorrelated, so information was not delivered until the occurrence of the trial outcome. The third group was reinforced on every trial (CRF), so no information followed responding at all. The results were that the partial reinforcement animals trained with correlated stimuli ran most quickly, followed by the partial reinforcement animals trained with uncorrelated stimuli, and then by the animals that were reinforced on every trial. The results were explained by the hypothesis that stimuli antedating the goal are increased in reinforcing strength when they transmit information, with the increase being proportionally greater the further the stimuli are from the goal.

Distributed Reinforcement during Delay to Large Reinforcement May Increase “Self-Control” in Rats

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1355-1361 ◽  
Author(s):  
Stephen R. Flora ◽  
Matthew D. Workman
Keyword(s):  
Phase 1 ◽  
The Self ◽  
Self Control ◽  
The Other ◽  
Standard Group ◽  
Impulsive Choice ◽  
Phase 2 ◽  
Phase 3 ◽  
Distributed Reinforcement

Two groups of rats were tested for self-control. In Exp. 1 all rats were impulsive. In Exp. 2, when subjects entered one goal box, the rats would receive 3 pellets immediately, the impulsive choice. When Standard Group rats entered the other goal box, they received 7 pellets after a delay of 10 sec., the self-control choice. When Distributed Group rats made a self-control choice in Phase 1 they received 1 pellet immediately, 3 after 3 sec., and 3 pellets 7 sec. later (10 sec. total); in Phase 2 they received 1 pellet immediately and 6 after 10 sec.; and in Phase 3 they received 7 pellets after a delay of 10 sec. Rats in the Distributed Group, but not rats in the Standard Group, tended to be self-controlled throughout the experiment.

Partial Reinforcement and Breadth of Learning

1966 ◽  
Vol 18 (4) ◽  
pp. 289-301 ◽  
Author(s):  
N. S. Sutherland
Keyword(s):  
Discrimination Learning ◽  
Negative Correlation ◽  
Correct Response ◽  
Process Model ◽  
Partial Reinforcement ◽  
The Other ◽  
Original Training ◽  
Consistent Reinforcement

Two experiments on partial reinforcement were undertaken to test predictions made by a two process model of discrimination learning. In the first experiment rats were trained on a discrimination involving two relevant cues: one group (C) was trained on a 100: o schedule, the other (P) on a 50:0 schedule. Both groups were then given transfer tests with the two cues presented individually; finally all animals were extinguished on the original training stimuli and on the single cue stimuli. During extinction there was a negative correlation between the number of correct responses made by individual subjects of Group C to each single cue; whereas the correlation was positive for subjects of Group P. The second experiment employed basically the same design, but subjects were trained with seven relevant cues. The results of transfer tests showed that subjects of Group P learned to attach the correct response to many more cues than subjects of Group C. This suggests that the breadth of learning is greater under partial than under consistent reinforcement. The results were predicted by the model of discrimination learning under test.

scholarly journals The Partial Reinforcement Extinction Effect Depends on Learning about Non-Reinforced Trials Rather than Reinforcement Rate

2020 ◽  
Author(s):  
Justin Harris ◽  
Dorothy Kwok ◽  
Daniel Gottlieb
Keyword(s):  
Alternative Explanation ◽  
Food Pellet ◽  
Reinforcement Rate ◽  
Partial Reinforcement ◽  
The Other ◽  
Partial Reinforcement Extinction Effect ◽  
Consistent Reinforcement ◽  
Trial Probability ◽  
The Difference ◽  
Conditioned Responding

Conditioned responding extinguishes more slowly after partial (inconsistent) reinforcement than after consistent reinforcement. This Partial Reinforcement Extinction Effect (PREE) is usually attributed to learning about nonreinforcement during the partial schedule. An alternative explanation attributes it to any difference in the rate of reinforcement, arguing that animals can detect the change to nonreinforcement more quickly after a denser schedule than a leaner schedule. Experiments 1a and 1b compared extinction of magazine responding to a conditioned stimulus (CS) reinforced with one food pellet per trial and a CS reinforced with two pellets per trial. Despite the difference in reinforcement rate, there was no reliable difference in extinction. Both experiments did demonstrate the conventional PREE comparing a partial CS (50% reinforced) with a consistent CS. Experiments 2 and 3 tested whether the PREE depends specifically on learning about nonreinforced trials during partial reinforcement. Rats were trained with two CS configurations, A and AX. One was partially reinforced, the other consistently reinforced. When AX was partial and A consistent, responding to AX extinguished more slowly than to A. When AX was consistent and A was partial, there was no difference in their extinction. Therefore, pairing X with partial reinforcement allowed rats to show a PREE to AX that did not generalise to A. Pairing A with partial reinforcement meant that rats showed a PREE to A that generalised to AX. Thus, the PREE depends on learning about nonreinforced trials during partial reinforcement and is not due to any difference in per-trial probability of reinforcement

scholarly journals P518 Ulcerative colitis drug development success rates are higher than the industry average

2020 ◽  
Vol 14 (Supplement_1) ◽  
pp. S448-S449
Author(s):  
G Georgiev ◽  
F Hussain ◽  
M Copeman ◽  
M Delegge ◽  
M B Gallagher ◽  
...  
Keyword(s):  
Ulcerative Colitis ◽  
Drug Development ◽  
Phase I ◽  
Success Rate ◽  
Phase Iii ◽  
Molecular Entity ◽  
Phase 2 ◽  
Success Rates ◽  
Phase 3 ◽  
Industry Success

Abstract Background Given the increasing costs of drug development, coupled with low success rates, there is a need to both develop better predictive models and elucidate causes of failure. However, for indications such as ulcerative colitis, a baseline does not presently exist. In this paper, we review trends in drug development and establish a baseline for ulcerative colitis. Methods We used BiomedTracker to obtain information about the number of compounds, which were in development for ulcerative colitis between 2005 and 2018. We counted the number of compounds, which had reached a particular phase, had been discontinued during this phase, had successfully passed it or had been still in this phase. Success rates were derived for the different phases of drug development for all 73 candidate drugs and divided by type of molecule and type of company. A success rate was calculated by dividing the number of drugs successfully completing a particular phase by the sum of the number of drugs which were discontinued during this phase and the number of compounds that completed positively a phase. The likelihood for approval (LOA) for each phase was calculated by multiplying the success rate for the respective phase with the success rates of next stages of development. Results The success rate in phase I was 96 %, in phase II 53 % and in phase III 76%, while the respective LOA was 0.39, 0.4 and 0.76. Table 1 demonstrates the success rates and LOA by type of compound(New molecular entity (NME), Biologic, non-NME) and type of company (big, mid-size, emerging). Conclusion The general industry success rates and LOA for phase I is 64%, for Phase 2 30%, and for phase 3 60% while the LOA from phase I is 10%. These data are published by Michael Hay and co-authors in Nature in January 2014. The success rates in UC drug development are therefore higher than the overall industry success rates.

A Phonomotor Approach to Apraxia of Speech Treatment

2020 ◽  
Vol 29 (4) ◽  
pp. 2109-2130
Author(s):  
Lauren Bislick
Keyword(s):  
Phase I ◽  
Treatment Effects ◽  
Single Case ◽  
Motor Planning ◽  
The Other ◽  
Multimodal Approach ◽  
Apraxia Of Speech ◽  
Duration Of Treatment ◽  
Treatment Gains ◽  
Future Work

Purpose This study continued Phase I investigation of a modified Phonomotor Treatment (PMT) Program on motor planning in two individuals with apraxia of speech (AOS) and aphasia and, with support from prior work, refined Phase I methodology for treatment intensity and duration, a measure of communicative participation, and the use of effect size benchmarks specific to AOS. Method A single-case experimental design with multiple baselines across behaviors and participants was used to examine acquisition, generalization, and maintenance of treatment effects 8–10 weeks posttreatment. Treatment was distributed 3 days a week, and duration of treatment was specific to each participant (criterion based). Experimental stimuli consisted of target sounds or clusters embedded nonwords and real words, specific to each participants' deficit. Results Findings show improved repetition accuracy for targets in trained nonwords, generalization to targets in untrained nonwords and real words, and maintenance of treatment effects at 10 weeks posttreatment for one participant and more variable outcomes for the other participant. Conclusions Results indicate that a modified version of PMT can promote generalization and maintenance of treatment gains for trained speech targets via a multimodal approach emphasizing repeated exposure and practice. While these results are promising, the frequent co-occurrence of AOS and aphasia warrants a treatment that addresses both motor planning and linguistic deficits. Thus, the application of traditional PMT with participant-specific modifications for AOS embedded into the treatment program may be a more effective approach. Future work will continue to examine and maximize improvements in motor planning, while also treating anomia in aphasia.

Idalopirdin bei Alzheimererkrankung: nicht besser als Plazebo

2018 ◽  
Vol 86 (08) ◽  
pp. 456-457
Keyword(s):  
Phase 2 ◽  
Phase 3 ◽  
Alzheimer Demenz

Die Blockade von Serotoninrezeptoren, insbesondere des Serotonin-Rezeptortyps 5-HT6, als Zusatztherapie in Kombination mit Cholinesterasehemmer, hat in experimentellen Versuchen sowie in einer Phase-2-Studie positive Effekte bei Demenz gezeigt. Im Rahmen eines Phase-3 Entwicklungsprogramms wurde nun die Effektivität des selektiven Serotoninrezeptor-Antagonisten Idalopirdin bei leichter bis mittelschwerer Alzheimer Demenz geprüft.

PENERAPAN MODEL QUANTUM LEARNING UNTUK MENINGKATKAN HASIL BELAJAR AUTOCAD SISWA KELAS X TEKNIK PEMESINAN SMK NEGERI 1 STABAT

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdul Hasan Saragih
Keyword(s):  
Positive Response ◽  
Phase 1 ◽  
First Grade ◽  
Learning Model ◽  
Second Phase ◽  
Phase 2 ◽  
Phase 3 ◽  
The Third ◽  
Third Phase ◽  
Quantum Learning

This classroom research was conducted on the autocad instructions to the first grade of mechinary class of SMK Negeri 1 Stabat aiming at : (1) improving the student’ archievementon autocad instructional to the student of mechinary architecture class of SMK Negeri 1 Stabat, (2) applying Quantum Learning Model to the students of mechinary class of SMK Negeri 1 Stabat, arising the positive response to autocad subject by applying Quantum Learning Model of the students of mechinary class of SMK Negeri 1 Stabat. The result shows that (1) by applying quantum learning model, the students’ achievement improves significantly. The improvement ofthe achievement of the 34 students is very satisfactory; on the first phase, 27 students passed (70.59%), 10 students failed (29.41%). On the second phase 27 students (79.41%) passed and 7 students (20.59%) failed. On the third phase 30 students (88.24%) passed and 4 students (11.76%) failed. The application of quantum learning model in SMK Negeri 1 Stabat proved satisfying. This was visible from the activeness of the students from phase 1 to 3. The activeness average of the students was 74.31% on phase 1,81.35% on phase 2, and 83.63% on phase 3. (3) The application of the quantum learning model on teaching autocad was very positively welcome by the students of mechinary class of SMK Negeri 1 Stabat. On phase 1 the improvement was 81.53% . It improved to 86.15% on phase 3. Therefore, The improvement ofstudent’ response can be categorized good.

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