Effects of Fixed Ratio Schedules of Reinforcement on Exercise by College Students

Response-contingent reinforcement was expected to increase the time spent riding a stationary exercise cycle by college women. A single-subject experimental design was used. Three college-age women rode a stationary cycle until they were either too tired to continue or until 45 minutes elapsed. Video clips were used to reinforce cycling in the first part of the experiment. Under some conditions, no video clips were presented (baseline). In other conditions, the video was on for the entire session or 25 sec. of video was presented after the completion of FR 40 (40 rotations of the cycle's pedals) or 80 (80 rotations of the cycle's pedals) schedules. In the second part of the experiment, money was presenred following every 20 (FR 20) or 40 (FR 40) rotations of the cycle's pedals. The time spent riding the cycle increased over the baseline when video clips were presented. No consistent differences were observed when the video clips were on for the entire session and when they were presented under FR 40 and FR 80 schedules. For one out of two participants, monetary reward increased the time spent riding the cycle. The data suggest that reinforcement schedules are a means of initiating and maintaining adherence to an exercise program.

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A Method for Illustrating the Continuity of Behavior during Schedules of Reinforcement

Teaching of Psychology ◽

10.1207/s15328023top2702_12 ◽

2000 ◽

Vol 27 (2) ◽

pp. 145-148 ◽

Cited By ~ 2

Author(s):

Francisco J. Silva ◽

Ruhiyyih Yuille ◽

Lisa K. Peters

Keyword(s):

Operant Behavior ◽

Fixed Ratio ◽

Fixed Interval ◽

Single Subject ◽

Schedules Of Reinforcement ◽

Computer Screen ◽

Assignment Of Credit ◽

First Contact

In this article, we present a method for illustrating the continuity of behavior during schedules of reinforcement. Students experienced either a fixed-interval 15-sec schedule in which the first contact after 15 sec of a cursor on a computer screen with a 0.7-cm diameter virtual (invisible) target resulted in reinforcement (a beep) or a fixed-ratio 5 schedule in which every 5th contact with the target produced the reinforcer. In addition to illustrating the continuity of behavior, this method provides a means of exposing students to concepts and methods such as the acquisition of operant behavior, the assignment-of-credit problem, the organization of behavior across time, and the analysis of single-subject data.

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The Disempowering Effects of Media Violence Against Women on College Women

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1995.tb00082.x ◽

1995 ◽

Vol 19 (3) ◽

pp. 397-411 ◽

Cited By ~ 10

Author(s):

Penny Reid ◽

Gillian Finchilescu

Keyword(s):

Experimental Design ◽

College Women ◽

Violence Against Women ◽

Initial Study ◽

Media Violence ◽

Female Students ◽

Male Victims ◽

Female Victim ◽

Video Clips ◽

Effects Of Media

This study investigated the disempowering effect of exposure to media violence against women on female students. An initial study involving 284 female students described the development and evaluation of two forms of a scale measuring disempowerment. The second study investigated the effect of media violence using a Solomon Four-Group experimental design. Fifty-seven female students were divided into four groups that were shown video clips depicting scenes of violence directed either toward female or male victims. Half the groups completed the first form of the disempowerment scale prior to the viewing. All groups completed the second form of the scale after the viewing. Analysis confirmed that completion of the pretest scale did not differentially affect the participants viewing the female-victim clips. The results of the main analysis revealed that exposure to media aggression against women heightens feelings of disempowerment in female viewers.

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Effects of Sling Exercise Program Involving Coordination and Functional Training on Cognition, Physical Performance, and Depression in Individuals with Parkinson’s Disease Dementia : A Single-subject Experimental Design

Korean Journal of Neuromuscular Rehabilitation ◽

10.37851/kjnr.2020.10.1.1 ◽

2020 ◽

Vol 10 (1) ◽

pp. 1-14

Author(s):

Young-gon Cha ◽

◽

Jung-kyoung Yoo ◽

Hyun-ju Park ◽

Woo-taek Lim

Keyword(s):

Parkinson’S Disease ◽

Parkinson's Disease ◽

Experimental Design ◽

Physical Performance ◽

Exercise Program ◽

Single Subject ◽

Parkinson’S Disease Dementia ◽

Functional Training

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Maximizing versus Matching in People versus Pigeons

Psychological Reports ◽

10.2466/pr0.1982.50.1.267 ◽

1982 ◽

Vol 50 (1) ◽

pp. 267-281 ◽

Cited By ~ 42

Author(s):

Thomas C. Mawhinney

Keyword(s):

Choice Behavior ◽

Fixed Ratio ◽

Variable Interval ◽

Single Subject ◽

Concurrent Schedules ◽

Reinforcement Schedules ◽

Behavioral Choice ◽

Human Choice ◽

Alternative Schedule ◽

Fixed Ratio Reinforcement

A single subject allocated behavior to several concurrent variable interval/fixed ratio reinforcement schedules and a series of fixed ratio schedules with no other alternative schedule present. The allocation of behavior to the real choices (concurrent schedules) and no choice (fixed ratio only) schedule situations conformed to those predicted by formal equations for maximization of reinforcements in each situation. The results suggest that, while matching may be a fundamental rule of behavioral choice in animals and people, there exist identifiable limitations to its applicability to human choice behavior. Humans with some training in economic income maximization are likely to maximize rather than match in concurrent choice situations.

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Frustration Effect in a Free Operant Situation for Albino Rats

Psychological Reports ◽

10.2466/pr0.1975.36.3.999 ◽

1975 ◽

Vol 36 (3) ◽

pp. 999-1006

Author(s):

B. Michael Quirt ◽

Jerome S. Cohen

Keyword(s):

Reinforcement Schedule ◽

Food Reinforcement ◽

Fixed Ratio ◽

Frustration Effect ◽

Albino Rats ◽

Schedules Of Reinforcement ◽

Reinforcement Schedules ◽

Intermittent Reinforcement ◽

Free Operant ◽

Free Operant Situation

Rats were trained to bar press for food reinforcement in a two-bar multiple fixed-ratio situation. After the animal had established asymptotic rates of time for transferring between bars and responding on each bar, responding on one bar led to no reinforcement or random intermittent (50%) reinforcement. Responding on a second bar was always reinforced. Under both schedules of reinforcement, rats decreased their time to transfer to the second bar and their time to respond on the second bar. All animals also displayed an initial disruption of transfer back to and responses on the first bar. For rats on the intermittent reinforcement schedule, the decreased response time on the reinforced bar was primarily found after nonreinforcement of response to the previous bar. Reinforcement schedules for response to the first bar did not differentially affect the above behavior.

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Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac20.4.109 ◽

2011 ◽

Vol 20 (4) ◽

pp. 109-113

Author(s):

Karen Copple ◽

Rajinder Koul ◽

Devender Banda ◽

Ellen Frye

Keyword(s):

Developmental Disabilities ◽

Experimental Design ◽

Communication Skills ◽

Observational Learning ◽

Video Modeling ◽

Single Subject ◽

Design Studies ◽

Communicative Behaviors ◽

Speech Generating Device ◽

Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

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Within-session changes in the preratio pause on fixed-ratio schedules of reinforcement.

The Behavior Analyst Today ◽

10.1037/h0100611 ◽

2007 ◽

Vol 8 (2) ◽

pp. 175-186

Author(s):

Adam Derenne ◽

Kathryn A. Flannery

Keyword(s):

Fixed Ratio ◽

Schedules Of Reinforcement

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Behavioral Effects of Microwave Reinforcement Schedules and Variations in Microwave Intensity on Albino Rats

Perceptual and Motor Skills ◽

10.2466/pms.1987.65.3.787 ◽

1987 ◽

Vol 65 (3) ◽

pp. 787-795 ◽

Cited By ~ 9

Author(s):

William F. Vitulli ◽

J. Ken Lambert ◽

Stella W. Brown ◽

Joseph M. Quinn

Keyword(s):

Microwave Radiation ◽

Thermal Environment ◽

Fixed Ratio ◽

Behavioral Effects ◽

Interactive Effects ◽

Ratio Schedule ◽

Albino Rats ◽

Reinforcement Schedules ◽

Continuous Reinforcement ◽

Exploratory Investigation

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.

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Effects of Frequency and Specificity of Information Feedback on Acquisition and Extinction of a Positioning Task

Perceptual and Motor Skills ◽

10.2466/pms.1972.34.2.567 ◽

1972 ◽

Vol 34 (2) ◽

pp. 567-572 ◽

Cited By ~ 8

Author(s):

Inga S. Baird ◽

Glenn H. Hughes

Keyword(s):

Partial Information ◽

Fixed Ratio ◽

Information Feedback ◽

Schedules Of Reinforcement ◽

Coarse Scale ◽

Resistance To Extinction ◽

Facilitated Learning

An experiment designed to specify the process similarities of information feedback and reinforcement and to note the interaction of 2 major feedback variables on a simple positioning task. 80 students were randomly divided into 4 groups receiving either 25, 50, 75, or 100% schedules of feedback, analogous to fixed-ratio schedules of reinforcement. The 4 groups were further divided into 2 subgroups that differed in terms of specificity of feedback. Results indicated that when all Ss were provided the same number of feedbacks, the groups did not differ during acquisition. Groups with partial information feedback demonstrated greater resistance to extinction. The coarse-scale treatment facilitated learning but had no effect during extinction. There was no interaction between frequency and specificity of information.

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