Factors that encourage generalization from extinction to test reduce resurgence of an extinguished operant response

Two experiments investigated methods that reduce the resurgence of an extinguished behavior (R1) that occurs when reinforcement for an alternative behavior (R2) is discontinued. In Experiment 1, R1 was first trained and then extinguished while R2 was reinforced during a 5‐ or 25‐session treatment phase. For half the rats, sessions in which R2 was reinforced alternated with sessions in which R2 was extinguished. Controls received the same number of treatment sessions, but R2 was never extinguished. When reinforcement for R2 was discontinued, R1 resurged in the controls. However, the alternating groups showed reduced resurgence, and the magnitude of the resurgences observed during their R2 extinction sessions decreased systematically over Phase 2. In Experiment 2, R1 was first reinforced with one outcome (O1). The rats then had two types of double‐alternating treatment sessions. In one type, R1 was extinguished and R2 produced O2. In the other, R1 was unavailable and R2 produced O3. R1 resurgence was weakened when O2, but not O3, was delivered freely during testing. Together, the results suggest that methods that encourage generalization between R1 extinction and resurgence testing weaken the resurgence effect. They are not consistent with an account of resurgence proposed by Shahan and Craig (2017).     

On the timescale of stimulus-based action–effect learning

When performing an action, people pick up associations between their actions and the resulting consequences of that action, a phenomenon that has been termed response (R)–effect (E) learning. In the present study, we investigated incidental R–E learning in a forced-choice—that is, a stimulus (S)-based—acquisition mode. Specifically, the study examined at which timescale R–E learning evolves—that is, how many encounters are actually needed to form stable R–E associations. The learning of R–E associations was assessed in a subsequent test phase via effect-based response priming. Experiment 1 tested 4 different numbers of S–R–E repetitions for a 2–2–2 S–R–E mapping. Experiment 2 disentangled the contributions of S–E and R–E associations to the facilitating impact of effect-based response priming by means of a 4–2–4 S–R–E mapping. Experiment 3 investigated whether R–E associations can be picked up even when a given E cannot be unequivocally predicted based on the antecedent S in case of inconsistent S–R–E couplings. Together, the results of the present study clearly show that R–E learning occurs in a stimulus-based action mode and that it evolves very rapidly after only 12 S–R–E repetitions. Moreover, the present findings suggest that at least in this initial phase of learning, complete S–R–E consistency seems to be relevant for R–E learning.     

The role of instrumental responses in memory retrieval in a T-maze

Retrieval of the memory of non-reward on a rewarded trial was investigated here employing rats in a T-maze. A forced choice procedure was used. The daily rewarded (R) and non-rewarded (N) trials always occurred in a fixed order, two R, four N, and finally two R, i.e. the series was R1-R2-N1-N2-N3-N4-R3-R4. In an original acquisition phase, Trial N4 of the series having occurred in a particular spatial alternative, e.g. left, it was followed by R3 either in the same alternative, Groups C and T, or in the opposite alternative, Group R. Group T, unlike Groups C and R, received a relatively long intertrial interval between N4 and R3. In a shift phase, groups were treated as in original acquisition except that the long intertrial interval (Group T) and the change in response (Group R) now occurred between R3 and R4 rather than N4 and R3. The major finding in original acquisition was slower running by Groups T and R than by Group C on Trials N2, N3, and N4. In shift, differences between the groups disappeared. These findings are consistent with the hypothesis that response-produced cues contribute to memory retrieval.     

Effects of changing compatibility relationships on reaction time to the first stimulus in a double-stimulation task

This study investigated the effects of manipulating the response requirement to the second stimulus (S2) on reaction time (RT) to the first stimulus (S1) in a double-stimulation choice RT task. Forty subjects responded to the 100 msec presentation of a left or right light by pressing the key on the same or opposite side as the light. Treatment conditions included a single-stimulation control (no S2 presented), and two double-stimulation conditions each requiring two responses (R1 and R2) in close succession, in one of these latter conditions, the rule governing R2 was the same as that governing R1 while, in the other, the rule governing R2 changed. Results showed the typical double-stimulation effect; i.e., increased latency of R1 when it was followed by S2 - R2. More importantly, R1 latency was increased further when the rules governing R1 and R2 were different. Results are discussed in terms of divided preparation capacity as well as other theories of the psychological refractory period.     

Kansas Physician Assistants’ Attitudes and Beliefs Regarding Spirituality and Religiosity in Patient Care

Research indicates patients want to discuss spirituality/religious (S/R) beliefs with their healthcare provider. This was a cross-sectional study of Kansas physician assistants (PA) regarding S/R in patient care. Surveys included questions about personal S/R beliefs and attitudes about S/R in patient care. Self-reported religious respondents agreed (92%) they should be aware of patient S/R; 82% agreed they should address it. Agreement with incorporating S/R increased significantly based on patient acuity. This research indicates Kansas PAs’ personal S/R beliefs influence their attitudes toward awareness and addressing patient S/R.     

Religious and spiritual struggle: prevalence and correlates among older adults with depression in the BRIGHTEN Program

Older adults (OA) are more religious and/or spiritual (R/S) than younger adults, but some experience R/S struggle which is associated with poorer quality of life. Little is known about R/S struggle in community dwelling OA. This study examines prevalence, correlates, the association with depression for R/S struggle, and a desire for spiritual care in community dwelling OA with depression. In a programme for integrating care for these OA, 188 participants provided demographic information along with the Geriatric Depression Scale and a tool screening for potential R/S struggle. Prevalence of potential R/S struggle was 50%. The younger OA and Caucasian individuals vs. Hispanic individuals were more likely to experience potential R/S struggle. A relationship of potential R/S struggle with depression persisted with the inclusion of controls. Of those with potential struggle, 52% wanted to see a chaplain. Screening for potential R/S struggle can play an important role in choosing specific interventions for OA with depression.     

Towards a multidisciplinary guideline religiousness,spirituality, and psychiatry: what do we need?

ABSTRACT

A multidisciplinary guideline on religion, spirituality (R/S), and psychiatry aims to address: (1) organising R/S consultation in mental health care, (2) categorising research findings, and (3) professionalism and education with respect to R/S. Contents are derived from brainstorm sessions with key participants in the field of R/S and psychiatry in the Netherlands, and from the position statements on R/S and psychiatry in the UK and by the World Psychiatric Association. The following chapters are proposed: (1) ethical and existential themes and R/S, (2) R/S in stages of mental health care practice, (3) R/S counselling, (4) collaboration, and (5) relationship to other guidelines. The core themes need verification by specialists in the field, nurses, therapists, counsellors, patient-practitioners, and psychiatrists. The author recommends to approach R/S in an easy way, to listen to matters of personal meaning, and to leave the task to others in case of a lack of affinity.     

Re: Views

Book reviewed in this article: Exploring Human Values: Psychological and Philosophical Considerations: Richard A. Kalish and Kenneth W. Collier You and the Senior Boom: New Challenges and Opportunities for All: Louise Minter Odell and Charles Edward Odell The Religious Education of Preschool Children: Lucie W. Barber Transactional Analysis for Police Personnel: Anne T. Romano The Facts About “Drug Abuse”: The Drug Abuse Council; New York Implementation of Independent Living Programs in Rehabilitation: Arkansas Rehabilitation Research and Training Center (William P. Clark, Study Group Chairman and B. Douglas Rice, University Sponsor) Education in the 80's: Health Education: Robert D. Russell, Ed. The College Cost Book: 1981–82: (2nd Ed.) The College Board New York: College Entrance Examination Board The Promotable Woman: Becoming a Successful Manager: Norma Carr-Ruffino Therapeutic Psychology: Fundamentals of Counseling and Psychotherapy (4th ed.): Lawrence M. Brammer and Everett L. Shostrom A Review of Behavioral Group Therapy, 1980: An Annual Review.: Dennis Upper and Steven M. Ross (Eds.) The Psychiatric Rehabilitation Practice Series: (See individual listings below): Book 1: The Skills of Diagnostic Planning: W.A. Anthony, R.M. Pierce, M.R. Cohen, and J.R. Cannon Book 1: The Skills of Diagnostic Planning W.A. Anthony, R.M. Pierce, M.R. Cohen, and J.R. Cannon Book 2: The Skills of Rehabilitation Programming: W.A. Anthony, R.M. Pierce, M.R. Cohen, and J.R. Cannon Book 3: The Skills of Professional Evaluation: M.R. Cohen, W.A. Anthony, R.M. Pierce, L.A. Spaniol, and J.R. Cannon Book 4: The Skills of Career Counseling: R.M. Pierce, M.R. Cohen, W.A. Anthony, B.F. Cohen, and T.W. Friel Book 5: The Skills of Career Placement: R.M. Pierce, M.R. Cohen, W.A. Anthony, B.F. Cohen, and T.W. Friel Book 6: The Skills of Community Service Organization: M.R. Cohen, R.L. Vitalo, W.A. Anthony, and R.M. Pierce Experiential Psychotherapies in Australia: Dick Armstrong and Phil Boas, (Eds.) Black Children/White Children: Competence, Socialization and Social Structure: Zena Smith Blau Counselling Psychology: S. Narayano Rao Maslach Burnout Inventory, Research Edition, Manual.: Christina Maslach and Susan E. Jackson Planning and Using a Total Personnel System: Richard A. Kaumeyer, Jr. Your Career: Choices, Chances, Changes: David C. Borchard, John J. Kelly, and Nancy Pat K. Weaver     

Within-day serial reversal of a position discrimination by pigeons

Naive (N = 3) and experienced (N = 3) pigeons performed 3 reversals of a simultaneous position discrimination to the same criterion each day. In terms of trials to criterion, or number of correct choices preceding the criterion run, daily first reversals (R1s) were, for both groups, more difficult than either second (R2s) or third reversals (R3s), which did not differ on these measures. The results are interpreted as giving good support to the hypothesis that little or no inhibition is generated in R1s, whereas inhibition does occur in R2s and R3s. An explanation of the relative lack of inhibition in R1s, which relies on concepts drawn from frustration theory, is proposed.     

The Read-Recite-Review Study Strategy: Effective and Portable

ABSTRACT— Two experiments with college students investigated the effectiveness of the 3R (read-recite-review) strategy for learning from educational texts. The 3R strategy was compared with rereading and note-taking study strategies using free-recall, multiple-choice, and short-answer inference tests immediately after study and after a 1-week delay. In Experiments 1 and 2, 3R improved immediate and delayed free recall of fact-based passages, relative to the rereading and note-taking strategies. In Experiment 2 , which used longer, more complex passages on engineering topics, performance on multiple-choice and problem-solving items was better in the 3R than in the rereading condition, and was equivalent in the 3R and note-taking conditions, though 3R took less study time than note taking. An inherent advantage of 3R relative to other testing methods for improving learning is that 3R is under the learner's control. These results indicate that it is also an efficacious study technique that capitalizes on the mnemonic potency of retrieval and feedback.     

Being responsible versus acting responsibly: Effects of agency and risk taking on responsibility judgments

In three experimental studies, with managers and students as participants, we explore in this paper the relation between two kinds of responsibility judgments, called Responsibility 1 (R1) and Responsibility 2 (R2). Decision makers can be viewed as being more or less responsible for their choice and its consequences (R1). Their actions can also be evaluated, from a normative point of view, as instances of more or less responsible behavior (R2). Experiment 1 showed that managers who depart from the default or “normal” course of action, by choosing a new (versus familiar) alternative, changing (versus sticking to) an initial decision, or going against (versus following) the advice of a management team, are rated as more responsible (R1) for the outcomes of their decision. At the same time, they are perceived to act in a less responsible way (R2). Experiment 2 compared decision makers choosing between more or less risky options. High risk takers were held more responsible (R1) for their choice and for its consequences, but were again viewed as behaving in a less responsible way (R2) than low risk takers. In Experiment 3, participants judged decision makers who followed or opposed others' advice by choosing either a high or a low risk option. Opposing others' advice led to higher R1 and lower R2 scores, especially when choosing the high risk option, moderated by outcome (successful decisions appearing more responsible than those that went wrong). Thus R1 and R2 judgments should be distinguished as having different and sometimes even opposite determinants.     

Response patterning in goldfish: single alternation in a Pavlovian aversive paradigm

Single alternation behavior was studied in a Pavlovian aversive shuttle-response situation using goldfish. Independent groups of fish were given either a fixed interval between alternating reinforced (R) and nonreinforced (N) trials or were given differential temporal information between trials. Although all groups exhibited higher response probabilities on reinforced than on nonreinforced trials, goldfish receiving a short interval (10 s) following R trials and a long interval (60 s) following N trials (R10N60) demonstrated significantly superior alternation performance compared with subjects receiving a fixed intertrial interval (R35N35) or a long interval following R trials and a short interval following N trials (R60N10). The alternation performance exhibited by the R10N60 group was shown to be equivalent to that of subjects receiving standard color discrimination training. However, the alternation performance in group R35N35 showed a great deal of within-subject variability and raises questions concerning the elusive nature of alternation using Pavlovian conditioning procedures.     

Loss of Religious or Spiritual Identities Among the LGBT Population

Lesbian, gay, bisexual, and transgender (LGBT) individuals are at risk of having negative experiences with religion because of mainstream religions’ non‐LGBT‐affirming stance. Negative religious experiences can lead to religious or spiritual (R/S) struggles and loss of R/S identity to maintain sexual identity. The authors describe R/S abuse, R/S struggle, and how these can result in loss of R/S identity in LGBT individuals. They provide a case study and discuss counseling implications and areas for future research.     

Response effort and resurgence

This study provides an initial translational examination of response effort and resurgence. Eleven typically developing adults and five adolescents with autism served as participants across two experiments. Participants received points for touching moving stimuli on a computer screen. The resurgence evaluation consisted of three phases: establishment wherein R1 was reinforced, elimination wherein R1 was placed on extinction while R2 was reinforced, and extinction wherein R1 and R2 no longer resulted in reinforcement. Rate of R1 during extinction was compared across three conditions: intermediate, easy, and difficult. Disparity in effort was created by manipulations of the size and speed of objects that moved about on a computer screen. In Experiment 2, control stimuli were added to the experimental arrangement. Across the two experiments, the magnitude of resurgence was greater when R1 was easy. In Experiment 2, both R1 and control responding were greater in the extinction phase than in the elimination phase in all conditions with all participants. The present study supports the hypothesis that response effort affects resurgence and that less effortful responses are likely to recur with greater magnitude under conditions that produce resurgence than are their more effortful counterparts.     

Standard delay eyeblink classical conditioning is independent of awareness

P. F. Lovibond and D. R. Shanks (2002) suggested that all forms of classical conditioning depend on awareness of the stimulus contingencies. This article considers the available data for eyeblink classical conditioning, including data from 2 studies (R. E. Clark, J. R. Manns, & L. R. Squire, 2001; J. R. Manns, R. E. Clark, & L. R. Squire, 2001) that were completed too recently to have been considered in their review. In addition, in response to questions raised by P. F. Lovibond and D. R. Shanks, 2 new analyses of data are presented from studies published previously. The available data from humans and experimental animals provide strong evidence that delay eyeblink classical conditioning (but not trace eyeblink classical conditioning) can be acquired and retained independently of the forebrain and independently of awareness. This conclusion applies to standard conditioning paradigms; for example, to single-cue delay conditioning when a tone is used as the conditioned stimulus (CS) and to differential delay conditioning when the positive and negative conditioned stimuli (CS+ and CS-) are a tone and white noise.     

EFFECTS OF POINT‐LOSS PUNISHERS ON HUMAN SIGNAL‐DETECTION PERFORMANCE

Three experiments using human participants varied the distribution of point‐gain reinforcers or point‐loss punishers in two‐alternative signal‐detection procedures. Experiment 1 varied the distribution of point‐gain reinforcers for correct responses (Group A) and point‐loss punishers for errors (Group B) across conditions. Response bias varied systematically as a function of the relative reinforcer or punisher frequencies. Experiment 2 arranged two conditions — one where an unequal ratio of reinforcement (5:1 or 1:5) was presented without punishment (R‐only), and another where the same reinforcer ratio was presented with an equal distribution of point‐loss punishers (R+P). Response bias was significantly greater in the R‐only condition than the R+P condition, supporting a subtractive model of punishment. Experiment 3 varied the distribution of point‐gain reinforcers for correct responses across four unequal reinforcer ratios (5:1, 2:1, 1:2, 1:5) both without (R‐only) and with (R+P) an equal distribution of point‐loss punishers for errors. Response bias varied systematically with changes in relative reinforcer frequency for both R‐only and R+P conditions, with 5 out of 8 participants showing increases in sensitivity estimates from R‐only to R+P conditions. Overall, the results indicated that punishers have similar but opposite effects to reinforcers in detection procedures and that combined reinforcer and punisher effects might be better modeled by a subtractive punishment model than an additive punishment model, consistent with research using concurrent‐schedule choice procedures.     

“Be Prepared if I Bring It Up:” Patients’ Perceptions of the Utility of Religious and Spiritual Discussion During Genetic Counseling

As debates continue about the relevance of religion to health care, research is needed to guide decisions about whether genetic counselors (GCs) should routinely address religious and/or spiritual (R/S) issues with their patients. We conducted an online survey to gauge patient perspectives on this issue. Among the 70 respondents, frequencies of closed-ended responses and thematic analyses of open-ended responses revealed multiple patient concerns related to R/S discussions with GCs. Although 60 respondents reported being R/S, only a small minority would want to discuss R/S issues if it meant less time discussing medical information. Most respondents also expressed opinions that: 1) genetic counseling should be about science; 2) GCs are not qualified to discuss R/S issues; 3) other outlets are available to meet the needs of patients who want R/S counseling; and/or 4) R/S discussions are more likely to be acceptable if patients broach the topic or in specific circumstances (e.g., when patients are facing end-of life issues). Overall, responses suggest routine or comprehensive R/S assessments or discussions are not necessary and that GCs would be best equipped to help all their patients if they were prepared to listen, be supportive, and make referrals when R/S issues arise in clinic.     

The problems of R in clinical settings and in research: suggestions for the future

It has been suggested that we control for R in the interpretation of individual Rorschach records. A related, but distinctly different issue concerns controlling for or equating R in research. I suggest we should not control for R in interpreting individual records. There are also some research paradigms in which controlling for R does not seem advisable. In other types of research, I argued that some method of controlling for or equating R appears appropriate. The distributions of many Rorschach factors are markedly non-normal, and in some cases the shapes of the distribution for a particular factor may be different among different populations. In these instances, when attempting to control statistically for R, improper model specification may lead to erroneous findings. Finally, I argue for a theory-based, empirical approach to all future Rorschach research.     

Measurement of Religiosity/Spirituality in Adolescent Health Outcomes Research: Trends and Recommendations

The relationship between religious/spiritual (R/S) factors and adolescent health outcomes has been studied for decades; however, the R/S measurement tools used may not be developmentally relevant for adolescents. A systematic literature review was conducted to review and evaluate trends in measuring R/S in adolescent health outcomes research. In this review a total of 100 articles met criteria for inclusion. Relatively few (n = 15) included adolescent-specific R/S measures or items accounting for developmentally relevant issues such as parental religiosity or age-appropriate language. Future R/S and health research with adolescents would be strengthened by incorporating developmentally relevant R/S measurement tools, psychometrics, and multidimensional measures.     

Microstructure evolution and hardness variation of pack-rolled nanocrystalline nickel

The microstructure evolution and hardness of nanocrystalline nickel during pack rolling at room temperature have been investigated. It was found that the roll-bonding side (R) and non-roll-bonding side (NR) behaved quite differently. The hardness of side R is higher than that of side NR. No obvious work softening was observed in either side R or side NR until the strain reached ~ 0.611. Quantitative X-ray diffraction analysis indicated that the grain size in side NR increases faster than that in side R, a result confirmed by transmission electron microscopy. Texture analysis showed that (2 0 0) preferred orientation first strengthens but then weakens in both sides NR and R, while a strong (2 2 0) preferred orientation emerges, particularly in side R. Further texture analysis suggests that dislocation slip is responsible for the texture discrepancy between side NR and side R. The dislocation activity, grain rotation and grain growth are discussed based on the experimental results.