A method for the delivery of reinforcement during exercise

The purpose of this study was to develop an automated system for positively or negatively reinforcing subjects while they exercised on an electronically braked bicycle ergometer. The circuitry used to interface the subject’s pedal speed responses with the delivery of auditory reinforcement is presented, as well as a study designed to test the utility of the system. Twenty 18- to 25-year-old male subjects exercised on an electronically braked ergometer at a constant workload of 50 W for three 5-min blocks. During the first 5 min, subjects pedaled at their preferred rate, and during the next two 5-min blocks, they pedaled faster or slower than their baseline pedal speed to turn on a comedy tape for positive reinforcement, or turn off 90 dB of white noise for negative reinforcement. Circuits that interfaced the subject’s pedal response with the delivery of reinforcement are discussed in detail. Both positive and negative reinforcement increased the targeted pedaling rates, with no differences as a function of targeting increased or decreased pedal speed. This system could be used with various reinforcers, such as video and other audio equipment to increase exercise behavior.     

Difference without dominance: Children's talk in mixed- and same-sex dyads

This study explores whether third graders verbalize gender differences in dominance in mixed- and same-sex interaction. We tape-recorded the conversations of 43 pairs of Caucasian working-class children playing checkers in same- or mixed-sex conditions. Children appear to develop gender-differentiated speech styles. Boys brag and insult their opponents in both mixed- and same-sex conditions more often than do girls. Girls talk off-topic, interrupt, and laugh more in same-sex dyads than do boys or either, boys or girls in mixed-sex dyads. Gender differences in same-sex interaction were reflected in mixed-sex interaction. Although boys account for a larger proportion of direct requests and self-promoting speech in mixed-sex encounters, we failed to uncover substantial asymmetry in mixed-sex interaction, indicating that boys do not conversationally dominate girls in third grade. However, children were less mutually engaged in mixed-sex than in same-sex interactions, and girls especially showed less positive affect in mixed-sex dyads.     

An empirical update (1969-1989) of D. L. Krantz's thesis that the experimental analysis of behavior is isolated

Citation data from 1970 to 1989 were examined in order to determine whether the "isolation" of the experimental analysis of behavior (EAB) that was originally documented by Krantz (1971, 1972) has persisted beyond the early 1970s. Our findings from analyses of the Journal of the Experimental Analysis of Behavior (JEAB) and of related journals support the following conclusions: (1) In the 20-year period since 1969, JEAB has continued to cite its own articles ("self-cite") at a higher rate than related journals; (2) JEAB's self-citation rate decreased by a larger amount since 1969 than did that of related journals; and (3) JEAB was cited with diminishing frequency by some related journals during the 20-year period. These findings and other disciplinary comparisons provide information relevant to the issue of the health of behavior analysis and related specialties.     

Implications of placebo theory for clinical research and practice in pain management

We review three possible theoretical mechanisms for the placebo effect: conditioning, expectancy and endogenous opiates and consider the implications of the first two for clinical research and practice in the area of pain management. Methodological issues in the use of placebos as controls are discussed and include subtractive versus additive expectancy effects, no treatment controls, active placebo controls, the balanced placebo design, between- versus within-group designs, triple blind methodology and the double expectancy design. Therapeutically, the possibility of shaping negative placebo responses through placebo sag, overservicing and the use of placebos on their own are explored. Suggestions for using conditioned placebos strategically in conjunction with nonplacebos are made and ways of maximizing the placebo component of nonplacebo treatments are examined. Finally, the importance of investigating the placebo effect in its own right is advocated in order to better understand the long-neglected psychological aspects of the therapeutic transaction.     

Consequences of response-contingent change in unconditioned stimulus intensity upon the rabbit (Oryctolagus cuniculus) nictitating membrane response.

In a between-groups design, an instrumental contingency was superimposed on classical conditioning of the rabbit nictitating membrane response. Subjects were exposed to a tonal conditioned stimulus (CS) and, if no conditioned response (CR) occurred, a 5.0-ma. paraorbital electric shock unconditioned stimulus (US). USs of 5.0, 3.3, 1.7, and 0.0 ma., respectively, were contingent on occurrence of a CR in the CS-US interval for subjects in the 4 groups of the experiment. The group exposed to contingent US omission differed from the other 3 groups in percentage CR, onset latency, amplitude, and 2 indices of CR form, and those 3 groups generally did not differ significantly among themselves on these dependent variables. Results were interpreted to be contrary to "law of effect" formulations of classical conditioning.     

A procedure for fading from experimenter-school-based to parent-home-based control of classroom behavior

A procedure was developed to establish control of three target classroom behaviors by making point reinforcers backed up by hard goods contingent upon working behavior in both math and reading classes. During Condition 1, points were immediately awarded on a variable-interval schedule. After control was demonstrated by an ABAB design, fading was introduced to encourage generalization. In Condition 2, points were given at the end of each 15-minute session. The teacher substracted points for inappropriate behavior in Condition 3, while the period of time points could be earned was extended in Condition 4. The procedure used in Condition 5 involved making the subject's weekly allowance contingent upon the teacher's report of the subject's behavior for the week. Behavior frequencies experimentally established were maintained during the fading procedures in both math and reading classes.     

The coronary-prone behavior pattern and the suppression of fatigue on a treadmill test.

A study was conducted to test the hypothesis that Type A (coronary-prone) individuals would show greater suppression of subjective fatigue than Type B (non-coronary-prone) individuals in order to persist at a tiring but challenging task. Type A and Type B college students completed a Balke treadmill test (at a walking pace) while rating their fatigue at 2-minute intervals. Each subject also completed another treadmill test (at a running pace) that was designed to assess maximum aerobic capacity. Subjects' aerobic capacities and their aerobic performance levels attained on the Balke test were determined by analysis of expired air. Each subject's walking performance was scored as a proportion of his maximum aerobic capacity. Analysis of the resulting percentage values indicated greater effort among A's than B's. Moreover, the subjective fatigue ratings of A's were lower than those of B's. The results were discussed in terms of fatigue suppression as an instrumental response for attaining mastery over the environment. consideration was also given to the role of fatigue in the onset of coronary heart disease.     

The systematic use of positive and negative consequences in managing classroom encopresis

An 11-year-old male with a history of chronic encopresis was successfully treated by his teachers. Through the contingent application of a combination of positive (i.e., social reinforcers, token reinforcers, activity reinforcers) and negative consequences (i.e., required to wash himself and denied access to activity reinforcers), the subject's soiling behavior was reduced from an 80% daily occurrence level during Baseline to just two occasions during the final five-month treatment phase. A six-month follow-up conducted during the next school year revealed no incidences of soiling. The investigation utilized and ABACD type behavior modification design.     

Matrix analysis of identifiability of some finite markov models

Methods developed by Bernbach [1966] and Millward [1969] permit increased generality in analyses of identifiability. Matrix equations are presented that solve part of the identifiability problem for a class of Markov models. Results of several earlier analyses are shown to involve special cases of the equations developed here. And it is shown that a general four-state chain has the same parameter space as an all-or-none model if and only if its representation with an observable absorbing state is lumpable into a Markov chain with three states.This research was supported by the U.S. Public Health Service under Grant MH-12717 to Indiana University and Grant GM-1231 to the University of Michigan.Now at the University of Texas, Austin.     

Room to Grow: How Divergent Approaches to Counselling Can Enrich One Another

The ideas of Freud and Rogers have been significant in the development of two seemingly opposing views of therapy. In this paper, some of the basic premises underlying the two approaches are discussed, with the aims of establishing areas of similarity and difference, and exploring how each might be enriched by the other and by some of the innovatory ideas of Robert Langs.