Reinforcement of a reinforcing behaviour: Effect of sucrose concentration on wheel-running rate

Wheel running, unlike typical operant behavior, generates its own automatic reinforcement that alters the control exerted by extrinsic reinforcement on wheel running. The current study investigated the implications of the automatic reinforcement of wheel running by arranging different sucrose concentrations as extrinsic reinforcement for operant wheel running in ad-lib fed and food-deprived rats. Eleven female Long Evans rats ran on fixed revolution 30 schedules that delivered a drop of sucrose solution as reinforcement. Sucrose concentration varied across values of 0%, 2.5%, 5%, 10%, and 15% sucrose (w/v). Results showed that under ad-lib feeding, only the highest concentrations increased operant wheel-running rate. By contrast, under deprivation, all concentrations of sucrose increased the rate of wheel running. Despite the differences in sucrose-reinforced operant wheel-running rates by deprivation level (ad lib vs. deprived), wheel-running rates did not differ at the highest concentrations. Prior research on operant lever pressing, a response generating low (or no) automatic reinforcement, has shown considerably higher lever-pressing rates as a function of increasing amounts of sucrose reinforcement when rats are food deprived. Together, these previous observations and the current study suggest that automatic reinforcement generated by an operant decreases the control exerted by extrinsic reinforcement. Additionally, the regulation by extrinsic reinforcement on automatically reinforcing behavior depends on the organism’s motivation or deprivation level (ad lib vs. deprived).

Motivational Aspects of Gaming for Students with Intellectual Disabilities

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

Motivational Aspects of Gaming for Students with Intellectual Disabilities

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.