The operant conditioning of conversation

Human conversation is a natural place to begin the study of social responses. In a conversation, a number of individuals use one another's responses as cues for their own behavior. So long as a conversation is being held, the speakers must talk in some order. Four experiments were conducted to test whether differentially reinforcing a group of speakers can bring the order of speakers under experimental control. The results are all consistent with the hypothesis. The paper also devises and evaluates different procedures for studying conversational sequences and examines associated statistical problems.     

The testability of psychiatric patients in an operant conditioning situation

The Psychological Record -     

Procedure for operant conditioning of the dog

Most reports arising from operant conditioning procedures have little or no emphasis on the actual behavior shaping or acquisition phase of the responses which are the cumulative frequency of the well-practiced act. There is a need for more detail for beginners or those desiring a clearer understanding of procedures leading to the finally reported data. The procedure reported here is typically used to compare animal subjects or conditions, such as drugs, both in the acquisition and final phases of behavior. Beginning with an unconditional response (e.g. feeding) a bridging stimulus is paired in classical conditioning fashion. From that point on the bridging stimulus and UCS (feeding—or shock) are used immediately as reward or reinforcement only for responses “in the direction of the final desired behavior. The number of timed standardized behavior shaping sessions to criterion is the best index of acquisition phase performance and the total number bar presses or the rate of bar pressing (slope) is the usual index of operant responding. With timid animals it is often necessary to administer tranquilizers.     

Effects of operant conditioning on the GSR

Each of nine Ss was run for 11 daily sessions. Except for the first (operant level) and last two (extinction) sessions, 500-ohm drops in skin resistance were followed by reinforcement (light). These reinforcement periods lasted 20 min and were preceded by 10-min control periods during which no reinforcement was administered. Although the results showed no evidence for operant conditioning of the GSR, they did indicate that increased emission of GSR's occurred during the reinforcement period. This effect was shown to hold for Ss with low operant levels of GSR's but not for Ss with high operant levels.     

A cellular analogue of operant conditioning.

Using the hippocampal-slice preparation, we attempted to model operant conditioning in vitro by reinforcing pyramidal cell bursting responses with local micropressure applications of transmitters and drugs. The same injections were administered independently of bursting to provide a "noncontingent" control for direct pharmacological stimulation or facilitation of firing. The results suggested that the bursting responses of individual CA1 pyramidal neurons may be reinforced in a dose-related manner by response-contingent (but not noncontingent) injections of dopamine and the selective dopamine D2 agonist, N-0923. N-0924, a stereoisomer of N-0923 that is largely devoid of D2-agonist activity, failed to reinforce CA1 bursting. Burst-contingent injections of the excitatory neurotransmitter glutamate also failed to reinforce CA1 bursting; indeed, the glutamate applications (whether contingent or random) reduced the likelihood of bursts while increasing the frequency of solitary spikes. Reinforcement delays exceeding 200 ms largely eliminated the reinforcing efficacy of the D2 agonist N-0437 in CA1 operant conditioning. The results are consistent with the suggestion that the behaviorally reinforcing effects of dopaminergic agents can be modeled in vitro in the hippocampal-slice preparation.     

The use of operant conditioning to reinstate speech in mute schizophrenics

Eighteen schizophrenic patients who had been mute from 3 to 37 years were selected by means of a speech test. Nine of these were positively reinforced for speaking and nine were reinforced for staying silent. After 25 sessions the speech-reinforced group had improved significantly more than the silence-reinforced group.     

The operant conditioning of response variability: Free-operant versus discrete-response procedures

The operant conditioning of response variability under free-operant and discrete-response procedures was investigated. Two pigeons received food only if their pattern of four pecks on two response keys differed from the patterns emitted on the two immediately preceding trials. Under the free-operant procedure, the keys remained illuminated and operative throughout each trial. There was little variability in the response patterns that resulted, and the pigeons received fewer than one third of the available reinforcers. Under the discrete-response procedure, a brief timeout period followed each response. Variability increased under this procedure, and the pigeons obtained three fourths of the available reinforcers. Previous successes and failures to produce response variability may have been due to the use or failure to use, respectively, a discrete-response procedure. Respondent effects inherent in the free-operant procedure may encourage the development of response stereotypy and, in turn, prevent the development of response variability.     

The application of operant conditioning techniques in a secondary school classroom

The effects of teacher praise and disapproval on two target behaviors, inappropriate talking and turning around, were investigated in a high school English class of 25 students. The contingencies were applied to all students in the experimental class utilizing a multiple baseline experimental design in which the contingencies were aimed first at decreasing inappropriate talking behavior and then at decreasing inappropriate turning behavior. Observations were made of both student and teacher behavior. The results demonstrated that the combination of disapproval for the target behaviors and praise for appropriate, incompatible behaviors substantially reduced the incidence of the target behaviors in the experimental class. Observations of these behaviors in a control class of 26 students taught by the same teacher revealed no particular changes. The findings emphasize the importance of teacher-supplied social contingencies at the secondary school level.     

Design decisions in a Pascal-based operant conditioning system

FREDL, a Pascal-based system for control of operant experiments, has been implemented on the IBM PC computer. In the foreground, recurring operations, such as decrementing counters that serve as local clocks, are controlled by a dictionary specifying automatic properties of user defined variables, and random logic is implemented by a user-written Pascal overlay. In the background, the remainder of the program controls communication with the user, output of data to disk, and production of cumulative records.