Effects of rate of reinforcement-time upon concurrent operant performance

Three experiments were conducted to investigate the theoretical reduction of rate and duration of reinforcement to their product, rate of reinforcement-time, under concurrent chain schedules. In Exp. I, rate of reinforcement-time was varied by varying rate of reinforcement delivery, holding duration of reinforcement availability constant; in Exp. II, rate of reinforcement-time was varied by holding rate of reinforcement delivery constant and varying duration of reinforcement availability; in Exp. III, rate of reinforcement-time was held constant by varying both rate and duration of reinforcement simultaneously and inversely. For all three experiments, both relative rate of responding and relative time spent in the initial link were found to match approximately the relative rate of reinforcement-time arranged in the terminal link. These data were interpreted as support for the notion that rate and duration of reinforcement may be functionally equivalent and reducible to a single variable, rate of reinforcement-time.     

Determinants of reinforcer accumulation during an operant task.

Responses by rats on an earn lever made available food pellets that were delivered to a food cup by responses on a second, collect, lever. The rats could either collect and immediately consume or accumulate (defined as the percentage of multiple earn responses and as the number of pellets earned before a collect response) earned pellets. In Experiment 1, accumulation varied as a function of variations in the earn or collect response requirements and whether the earn and collect levers were proximal (31 cm) or distal (248 cm) to one another. Some accumulation occurred under all but one of the conditions, but generally was higher when the earn and collect levers were distal to one another, particularly when the earn response requirement was fixed-ratio (FR) 1. In Experiment 2, the contributions of responses and time to accumulation were assessed by comparing an FR 20 earn response requirement to a condition in which only a single earn response was required at the end of a time interval nominally yoked to the FR interval. When 248 cm separated the earn and collect levers, accumulation was always greater in the FR condition, and it was not systematically related to reinforcement rate. In Experiment 3, increasing the earn response requirement with a progressive-ratio schedule that reset only with a collect response increased the likelihood of accumulation when the collect and earn levers were 248 cm apart, even though such accumulation increased the next earn response requirement. Reinforcer accumulation is an understudied dimension of operant behavior that relates to the analysis of such phenomena as hoarding and self-control, in that they too involve accumulating versus immediately collecting or consuming reinforcers.     

Identifying the neural substrates of intrinsic motivation during task performance

Intrinsic motivation is the inherent tendency to seek out novelty and challenge, to explore and investigate, and to stretch and extend one’s capacities. When people imagine performing intrinsically motivating tasks, they show heightened anterior insular cortex (AIC) activity. To fully explain the neural system of intrinsic motivation, however, requires assessing neural activity while people actually perform intrinsically motivating tasks (i.e., while answering curiosity-inducing questions or solving competence-enabling anagrams). Using event-related functional magnetic resonance imaging, we found that the neural system of intrinsic motivation involves not only AIC activity, but also striatum activity and, further, AIC–striatum functional interactions. These findings suggest that subjective feelings of intrinsic satisfaction (associated with AIC activations), reward processing (associated with striatum activations), and their interactions underlie the actual experience of intrinsic motivation. These neural findings are consistent with the conceptualization of intrinsic motivation as the pursuit and satisfaction of subjective feelings (interest and enjoyment) as intrinsic rewards.     

Effects of stress and motivation on performing a spatial task

Learning is ubiquitous in the animal kingdom but has been studied extensively in only a handful of species. Moreover, learning studied under laboratory conditions is typically unrelated to the animal's natural environment or life history. Here, we designed a task relevant to the natural behavior of male African cichlid fish (Astatotilapia burtoni), to determine if they could be trained on a spatial task to gain access to females and shelter. We measured both how successfully animals completed this task over time and whether and how immediate early gene and hormone expression profiles were related to success. While training fish in a maze, we measured time to task completion, circulating levels of three key hormones (cortisol, 11-ketotestosterone, and testosterone) and mRNA abundance of seven target genes including three immediate early genes (that served proxies for brain activity) in nine brain regions. Data from our subjects fell naturally into three phenotypes: fish that could be trained (learners), fish that could not be trained (non-learners) and fish that never attempted the task (non-attempters). Learners and non-learners had lower levels of circulating cortisol compared to fish that never attempted the task. Learners had the highest immediate early gene mRNA levels in the homologue of the hippocampus (dorsolateral telencephalon; Dl), lower cortisol (stress) levels and were more motivated to accomplish the task as measured by behavioral observations. Fish that never attempted the task showed the lowest activity within the Dl, high stress levels and little to no apparent motivation. Data from non-learners fell between these two extremes in behavior, stress, and motivation.     

Effect of prior Pavlovian discrimination training upon learning an operant discrimination

The effect of Pavlovian discrimination training with two stimuli upon subsequent learning of an operant discrimination involving those stimuli was studied. After preliminary lever press training, the lever was removed and thirsty rats received noncontingent pairings between S₁ (a tone or a clicker) and water reinforcements, whereas S₂ (a clicker or a tone) occurred always without reinforcement. This procedure presumably established S₁ as a positive CS for respondent behavior, whereas S₂ was established as an inhibitory CS. Following this training, the lever was reintroduced and the rats were trained on an operant (lever pressing) discrimination involving S₁ and S₂. For the Consistent Ss, S₁ was the S^D and S₂ the S^Δ in the operant discrimination; for the Reversed Ss, S₂ served as S^D and S₁ as S^Δ. The Consistent Ss learned the operant discrimination significantly faster than did the Reversed Ss. The result emphasizes the importance of respondents, conditioned to S^D and S^Δ, which modulate operant performance to these stimuli.     

Direct reports of motivation for task performance levels: some construct-related evidence

The validity of direct self-reports of motivational force for task performance levels was examined in three studies. Such measures have been used as true-scorelike criteria for computed measures of force and have advantages as measures in their own right. Results suggested that simple, direct self-reports should be useful in some research settings, but their validity as assessments of motivational force per se may be influenced by both wording and context.     

Effects of an indoor plant on creative task performance and mood

In this study, we investigated the effect of an indoor plant on task performance and on mood. Three room arrangements were used as independent variables: a room with (1) a plant, or (2) a magazine rack with magazines placed in front of the participants, or (3) a room with neither of these objects. Undergraduate students (M= 35, F= 55) performed a task of associating up to 30 words with each of 20 specified words in a room with one of the three room arrangements. Task performance scores showed that female participants performed better in view of the plant in comparison to the magazine rack (p < 0.05). Moreover, mood was better with the plant or the magazine rack in the room compared to the no object condition (p < 0.05). However, the difference in task performance was highly influenced by the evaluation about the plant or the magazine rack. It is suggested that the compatibility between task demand and the environment is an important factor in facilitating task performances.     

Effects of delay of prospective memory cues in an ongoing task on prospective memory task performance

To address the mixed results reported in previous studies, the present experiments examined forgetting in prospective memory (PM) by manipulating the delay between the PM instructions and cue presentation in event-based PM tasks. PM performance was measured for delays of 2–20 min in Experiment 1 and for delays of approximately 1–10 min in Experiment 2. Experiment 2 included both focal and nonfocal PM tasks, and speed on the ongoing task was measured to examine evidence for monitoring processes across the delays tested. The results suggest that nonfocal PM performance follows a nonlinear forgetting function (i.e., rapid decline for shorter delays and slower decline for longer delays) when tested over delays from 1 to 20 min. No effect of delay was seen for the focal task tested in Experiment 2 from 1 to 10 min. In Experiment 2, ongoing-task costs were also found for the first delay but not for longer delays, suggesting that monitoring was significantly reduced between 1 and 2.5 min of the ongoing-task trials.     

Effects of post-training ethanol and group housing upon memory of an appetitive task in mice

It has been shown that post-training ethanol's facilitating effects upon memory disappeared if the mice were kept isolated after training. Since ethanol-treated mice were attacked by their cagemates, it has been hypothesized that the improved retention induced by ethanol resulted from an interaction between ethanol and group housing which added aversive information to training. To investigate the correctness of this interpretation, ethanol effects upon memory of an appetitive task were studied. C57BL/6J mice (isolated the day before training) were individually trained to find a cheese pellet placed in a corner of an open-field. Mice were injected intraperitoneally immediately after training with saline, 0.5, 1.5, or 2.0 g/kg of ethanol. They were then returned to their home cage and left alone, with another mouse, or with five other mice for 2 h after training. All mice were tested 24 h later for retention. Reductions in the number of pellet approaches or in the latency to eat the pellet were taken as measures of learning. Post-training ethanol disrupted retention of the appetitive task in a dose-related manner. Moreover disruption was greater in mice group housed after training. The results support the hypothesis that ethanol's post-training facilitating effects upon aversive memory may be due to added aversive information to the stimulus complex, rather than, or in addition, to enhanced storage of memory traces.     

Goal orientation and task demand effects on motivation, affect, and performance

Two studies tested the joint effects of goal orientation and task demands on motivation, affect, and performance, examining different factors affecting task demands. In Study 1 (N = 199), task difficulty was found to moderate the effect of goal orientation on performance and affect (i.e., satisfaction with performance). In Study 2 (N = 189), task consistency was found to moderate the effect of goal orientation on self-efficacy and intrinsic motivation. Results are discussed in relation to self-regulatory processes cued by goal orientations, attentional resource demands, and the need to match goal orientations to the nature of the task.     

Pigeons' performance under differential reinforcement of low rate schedules depends upon the operant

Pigeons were reinforced with grain for pecking a key or depressing a foot treadle according to differential reinforcement of low rate (DRL) schedules. Birds which depressed a treadle performed efficiently on DRL schedules as high as DRL 35-sec; while birds reinforced for keypecking showed low efficiency under DRL 14-sec. While treadle pressing and keypecking differ along a number of dimensions (including force requirement of the operant and differences in temporal distributions of responses), the present results are consistent with an interpretation based on differences in the degree to which these two responses are elicited by periodic presentations of food.     

Developmental changes in understanding the influence of emotion upon cognitive performance and motivation

In the light of recent research concerned with children's understanding of mind, a study was conducted in order to test the hypotheses (a) that only older children (i.e., 8-year-olds) would understand that emotional states can influence cognitive performance, but (b) that both older and younger children (i.e., 5- and 8-year-olds) would understand its influence upon cognitive motivation. Children were explicitly questioned about the consequences for cognition and motivation of negative affect. Results based on children's predictions and justifications provided substantial support for the hypotheses.Sincere thanks are extended to the teachers and children of Hillside Infant and Junior Schools and Frithwood Primary School, Northwood, Middlesex. We wish also to express our gratitude to two anonymous reviewers for their comments on an earlier version of this paper.     

Development of unimanual versus bimanual task performance in an isometric task

Sixty-three children between 5 and 12 years of age and 15 adults performed a unimanual and a bimanual isometric force task. The performance of the preferred hand in the unimanual task was compared to the performance of the preferred hand in the bimanual task. It was hypothesized that in the bimanual task the absolute error will be higher, there will be more irregularity and the participants will need more time due to the additional effort from the central nervous system, especially with respect to the communication between the hemispheres. Furthermore, in younger children bimanual force variability was expected to be higher due to developmental aspects concerning callosal maturation and attention. It was found that with respect to force generation the preferred hand was not affected by bilateral isometric force generation, but with respect to force regulation it was. The coefficient of variation (CV) of the force was 34% larger in the bimanual task as compared to the unimanual task. For the time to target force, the increase was 28%. With repetition of the trials the CV decreased in the bimanual task, but only in the youngest age group. During development there was no change in absolute error, yet there was a major reduction in force variability in the bimanual task. It is suggested that improvement in interhemispheric communication and in the ability to focus attention plays a role in the decrease in variability with age.     

Effects of task performance and contextual performance on systemic rewards

Evidence from 2 samples of Air Force mechanics supported the hypothesis that contextual performance affects employees' career advancement and rewards over time. Results of hierarchical regressions controlling for experience showed task performance and contextual performance each predicted systemic rewards. Each facet explained separate variance in promotability ratings over 2 years. In both samples, contextual performance explained separate variance in informal rewards but task performance did not. Task performance explained incremental variance in career advancement 1 year later but contextual performance did not. Analyses using correlations corrected for unreliability suggest these results cannot be attributed to measurement error. Contextual performance still explained separate variance in informal rewards, and task performance explained distinct variance in career advancement a year later.