Transfer between downshift in reward magnitude and continuous delay of reward

Two separate experiments were conducted to investigate transfer of persistence between delay and a downshift in reward magnitude. In the first experiment, experimental rats were initially downshifted in reward magnitude and later tested for persistence to continuous delay of large reward. It was found that these rats were more persistent to the effects of delay than control rats which did not receive prior experience with a downshift in reward magnitude. In the second experiment, experimental rats were first trained to receive large reward under delayed conditions and then tested for persistence to a downshift in reward magnitude. Compared to control rats which received no prior experience with delay, the experimental rats showed a significantly smaller negative contrast effect. The results were interpreted as supporting Amsel's theory of persistence as well as Capaldi's recent interpretation of contrast effects.     

Self-stimulating rats combine subjective reward magnitude and subjective reward rate multiplicatively

For rats that bar pressed for intracranial electrical stimulation in a 2-lever matching paradigm with concurrent variable interval schedules of reward, the authors found that the time allocation ratio is based on a multiplicative combination of the ratio of subjective reward magnitudes and the ratio of the rates of reward. Multiplicative combining was observed in a range covering approximately 2 orders of magnitude in the ratio of the rates of reward from about 1:10 to 10:1) and an order of magnitude change in the size of rewards. After determining the relation between the pulse frequency of stimulation and subjective reward magnitude, the authors were able to predict from knowledge of the subjective magnitudes of the rewards and the obtained relative rates of reward the subject's time allocation ratio over a range in which it varied by more than 3 orders of magnitude.     

Partial reward training level and reward magnitude: Effects on acquisition and extinction

Two groups of 10 rats each received either a large magnitude (0.90 g) or a small magnitude (0.18 g) of partial reward (PR) and seven successive acquisition-extinction sessions in the runway. The large magnitude PR group ran much faster than the small magnitude PR group in the early acquisition sessions with differences between the groups declining over sessions. In the early extinction sessions, the large magnitude PR group showed greater resistance to extinction than the small magnitude PR group, but in the late extinction sessions this relation reversed itself. Finally, resistance to extinction decreased over sessions, this decrease being greater under a large than under a small magnitude of PR.     

On being imitated: Effects on reward and reward value of the imitator

The effects of being imitated on the model's reward of imitating and nonimitating confederates and on the confederates' reward value were assessed. Forty-eight first graders served as subjects. It was found that more children showed a bias in giving reward to the imitating confederate than to the nonimitating confederate. This effect was particularly strong for children classified as having an internal locus of control. Second, no difference in confederates' reward value was obtained as measured by operantly conditioned responding on a marble-drop task.     

The reward value of peers

Sixteen socially isolate preschoolers were classified as peer- or non-peer-oriented on the basis of their responses to a test devised to measure the reward value of peers. Half of the subjects in each classification were assigned to a modeling treatment and viewed a film depicting appropriate social behavior in the nursery school; half served as controls and saw an animal film. Peer-oriented modeling film subjects increased significantly more in their peer social interactions at posttest and follow-up assessments than did the non-peer-oriented modeling group. In addition, both peer-oriented and non-peer-oriented modeling groups were significantly higher on peer interaction than the control groups. Alternative and supplemental procedures for increasing isolate preschoolers' social interaction are discussed.     

Brain-stimulation reward: a review

During most of the first half of this century psychologists knew what they wanted to do but had no idea how to do it, and during the second half they have, for the most part, been so preoccupied with how to do it that they have forgotten what they wanted to do. When J. Olds and Milner (1954) announced that rats would stimulate themselves in the septal area, it appeared to open the door to understanding motivation and reinforcement in terms of the underlying physiology. In the ensuing 36 years some progress has been made in that direction, though far outstripped by the progress in methodology. In this review I trace the efforts that have been made to locate the structures involved in self-stimulation by lesions, drugs, determinations of their neurophysiological characteristics, and other more sophisticated methods. I then review experiments, none very recent, comparing brain-stimulation reward to natural rewards and finally indicate how the information so far collected may be incorporated into theories of learning and motivation.     

Learning reward expectations in honeybees

The aim of this study was to test whether honeybees develop reward expectations. In our experiment, bees first learned to associate colors with a sugar reward in a setting closely resembling a natural foraging situation. We then evaluated whether and how the sequence of the animals’ experiences with different reward magnitudes changed their later behavior in the absence of reinforcement and within an otherwise similar context. We found that the bees that had experienced increasing reward magnitudes during training assigned more time to flower inspection 24 and 48 h after training. Our design and behavioral measurements allowed us to uncouple the signal learning and the nutritional aspects of foraging from the effects of subjective reward values. We thus found that the animals behaved differently neither because they had more strongly associated the related predicting signals nor because they were fed more or faster. Our results document for the first time that honeybees develop long-term expectations of reward; these expectations can guide their foraging behavior after a relatively long pause and in the absence of reinforcement, and further experiments will aim toward an elucidation of the neural mechanisms involved in this form of learning.     

The psychological distance to reward

Pigeons' responses in the presence of two concurrently available (initial-link) stimuli produced entry into one of two different and mutually exclusive terminal link stimuli according to identical but independent variable-interval schedules. In one experiment, a two-component chained fixed-interval schedule produced food in one terminal link while a simple fixed-interval schedule produced food in the other terminal link. When the interreinforcement intervals were equal in the two terminal links (i.e., the simple fixed-interval was twice the size of each of the components in the chained schedule) pigeons preferred the simple fixed-interval as measured by their relative rates of responding in the concurrently available initial links. This preference increased as the duration of the terminal links increased. The preference could be reversed by making the simple fixed-interval schedule sufficiently longer than the chained schedule. In the second experiment, the terminal links consisted of two- vs three-component chained fixed-intervals, again with equal interreinforcement intervals. Pigeons preferred the two-component chain to the three-component chain, although these results were less consistent and less dramatic than those in the first experiment. Again, preference increased as the duration of the terminal links increased. The results show that an organism's choice for a schedule will be substantially lowered by the chaining operation even when the interreinforcement interval remains constant.     

The inherent reward of choice

Research suggests that the exercise of control is desirable and adaptive, but the precise mechanisms underlying the affective value of control are not well understood. The study reported here characterized the affective experience of personal control by examining the neural substrates recruited when individuals anticipate the opportunity to make a choice--in other words, when they anticipate the means for exercising control. We used an experimental paradigm that probed the value of having a choice. Participants reported liking cues that predicted a future opportunity to make a choice more than cues that predicted no choice. The anticipation of choice itself was associated with increased activity in corticostriatal regions, particularly the ventral striatum, involved in affective and motivational processes. This study is the first direct examination of the affective value of having the opportunity to choose. These findings have important implications for understanding the role of perception of control, and choice itself, in self-regulatory processes.