Inhibitory discriminative control is specific to both the response and the reinforcer

In two experiments an S delta was established which signalled the absence of an instrumental contingency between a particular response, R1, and a particular reinforcer, Rf1. The S delta suppressed operant responding, and the specificity of this suppression to the elements of the response-reinforcer association, R1 and Rf1, was explored. Experiment 1 showed that the S delta suppressed performance of R1 more effectively than it suppressed performance of a second response, R2. Experiment 2 showed that the S delta suppressed performance of a response rewarded with Rf1 more effectively than it suppressed performance of a response that had been rewarded with a second reinforcer, Rf2. These results suggest that an S delta's suppressive effects are specific to the particular response and reinforcer, which were uncorrelated in its presence during training. The implications of these results for theories of inhibitory discriminative control and for theories of occasion setting are discussed.     

24th International Congress of Applied Psychology, San Francisco: A Summary Report

Cet article offre une vue d'ensemble du 24e`me Congre`s International de Psychologie Applique´e qui a eu lieu a` San Francisco en août 1998. Il e´nume`re les sujets traite´s et rend compte des contributions des diverses sections. Ce faisant, il souligne surtout l'originalite´ du congre`s, due aux modalite´s novatrices des prestations, au grand nombre de pays repre´sente´s et a` la pre´sence de chercheurs autochtones.     

Children's understanding of embarrassment: Integrating mental time travel and mental state information

The current study investigated 4‐ to 8‐year‐olds’ (N = 81) understanding of embarrassment and their ability to integrate temporal and mental state information to predict and explain emotions. Participants heard stories describing characters commit trivial social transgressions, and then the next day, characters found themselves in the same situation that led to the previous transgression. For some story endings, participants were asked to predict and explain how the character felt, and for others, participants were told the character started to feel embarrassed and they were asked to explain why. Participants’ responses were coded and analysed using nonparametric statistical tests. Kruskal–Wallis analyses revealed significant developments occur between 6 and 8 years in children's understanding of embarrassment and their ability to explain individual's emotion as caused by anticipating the reoccurrence of a previous embarrassing event. Younger children demonstrated a basic knowledge of embarrassment but failed to demonstrate more advanced understanding of the emotion. Findings from the current study indicate children reach a more mature understanding of embarrassment and the implications of committing social transgressions between 7 and 8 years. Finally, the current study contributes to the literature on children's ability to infer mental states and temporally connect experiences.