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211.
Jonathan W. Pinkston Erica K. Foss 《Journal of the experimental analysis of behavior》2018,109(1):194-209
Behavior Momentum Theory has emerged as a prominent account of resistance to change in both basic and applied research. Although laboratory studies often define precise, repeatable responses, application research often deals with response classes that may vary widely along a number of dimensions. In general, Behavior Momentum Theory has not addressed how response dimensions impact resistance to change, providing an opportunity to expand the model in new directions. Four rats pressed a force transducer under a multiple variable interval (VI) 60‐s VI 60‐s schedule of reinforcement. In one component, responses satisfied the schedule only if the response force fell within a “low” force band requirement; responses in the other schedule were required to satisfy a “high” force band. Once responding stabilized, extinction was programmed for three sessions. Then, the procedures were replicated. The results showed that response force came under discriminative control, but force requirements had no impact on resistance to extinction. In a follow‐up condition, the schedule was changed to a multiple VI 30‐s VI 120‐s schedule and the low‐force band operated in both components. The results showed that behavior maintained by the VI 30‐s schedule was generally more resistant to extinction. A secondary analysis showed that force distributions created under baseline maintained during extinction. Overall, the results suggest that differential response force requirements prevailing in steady state do not affect the course of extinction. 相似文献
212.
Jenae M Neiderhiser David Reiss Paul Lichtenstein Erica L Spotts Jody Ganiban 《Journal of family psychology》2007,21(4):560-571
This study uses 2 samples of adolescents and parents--the child-based Nonshared Environment in Adolescent Development project (NEAD; D. Reiss, J. M. Neiderhiser, E. Hetherington, & R. Plomin, 2000; N = 395 families) and the parent-based Twin and Offspring Study in Sweden (TOSS; N = 909 twin family pairs)--to investigate passive and evocative genotype-environment correlation (rGE) on fathering. Both samples used the same measures of positivity, negativity, control, and monitoring. A previous report examining mothering found evidence for passive rGE for positivity and monitoring, and evocative rGE for negativity and control, although both types of rGE were suggested in many cases. The current report focuses on fathering. Father reports of positivity and control are influenced by evocative rGE, whereas father reports of negativity and monitoring are influenced by both passive and evocative rGE. Adolescent reports of father's positivity and negativity were influenced by both evocative and passive rGE, and control and monitoring by passive rGE. The most notable difference in findings for fathers and mothers is for positivity and the presence of rGE for father's control and monitoring. These findings and their implications are discussed. 相似文献
213.
214.
Dorothy M. Fragaszy Erica Kennedy Aeneas Murnane Charles Menzel Gene Brewer Julie Johnson-Pynn William Hopkins 《Animal cognition》2009,12(3):491-504
We examined whether navigation is impacted by experience in two species of nonhuman primates. Five chimpanzees (Pan troglodytes) and seven capuchin monkeys (Cebus apella) navigated a cursor, using a joystick, through two-dimensional mazes presented on a computer monitor. Subjects completed
192 mazes, each one time. Each maze contained one to five choices, and in up to three of these choices, the correct path required
moving the cursor away from the Euclidean direction toward the goal. Some subjects completed these mazes in a random order
(Random group); others in a fixed order by ascending number of choices and ascending number of turns away from goal (Ordered
group). Chimpanzees in both groups performed equivalently, demonstrated fewer errors and a higher rate of self-correcting
errors with increasing experience at solving the mazes, and made significantly fewer errors than capuchin monkeys. Capuchins
were more sensitive to the mode of presentation than chimpanzees; monkeys in the Ordered group made fewer errors than monkeys
in the Random group. However, capuchins’ performance across testing changed little, and they remained particularly susceptible
to making errors when the correct path required moving away from the goal. Thus, these two species responded differently to
the same spatial challenges and same learning contexts. The findings indicate that chimpanzees have a strong advantage in
this task compared to capuchins, no matter how the task is presented. We suggest that differences between the species in the
dynamic organization of attention and motor processes contribute to their differences in performance on this task, and predict
similar differences in other tasks requiring, as this one does, sustained attention to a dynamic visual display and self-produced
movements variably towards and away from a goal. 相似文献
215.
Constantine Sedikides Erica G. D. Hepper 《Social and Personality Psychology Compass》2009,3(6):899-917
This article approaches the topic of improvement from a self‐evaluation perspective, namely the interplay between the self‐improvement motive and social or evaluative feedback. The self‐improvement motive is reflected in conscious desire. It is also reflected in preferences for continuous upward feedback trajectories, upward comparison feedback, and feedback that may be self‐threatening in the present but is likely to be useful in the future. The last type of feedback preference is stronger following a resource‐bolstering experience (e.g., good mood, success feedback, self‐affirmation). Moreover, both direct and indirect activation of the self‐improvement motive facilitates recall of improvement‐oriented feedback. Such feedback is associated with increased satisfaction or positive affect, a pattern qualified by individual differences (e.g., self‐esteem, self‐theories). Finally, improvement‐oriented feedback yields better performance, a pattern also qualified by individual differences (e.g., self‐enhancement, self‐appraisal) as well as feedback attributes (gradual versus sudden). This territory‐mapping review will hopefully prove useful to future theorizing and research. 相似文献
216.
Lorenzo Leggio George A. Kenna Miriam Fenton Erica Bonenfant Robert M. Swift 《Neuropsychology review》2009,19(1):115-129
The goal of typology research is to identify subtypes of alcohol dependent (AD) patients sharing fundamental characteristics
and try to match each subtype, with the most precise treatment strategy. This review provides a comprehensive history of the
literature on alcohol dependent subtypes starting from the earliest attempt made by Jellinek. The binary models identified
most closely with Cloninger and Babor as well as the successively more complex classifications are discussed. Typology classification
potentially useful in guiding the treatment of AD patients, especially in the case of the serotonergic medications. Contrasting
data suggests that other factors could influence the response to a medication and/or that more complex typologies should be
identified. In summary, typology models may assist in the ascertainment criteria for clinical trials performed in behavioral
and pharmacotherapeutic interventions. Greater emphasis, however, must be made to more clearly delineate this field of research,
while moving toward more standardized typologies. 相似文献
217.
Lanny Fields Erica Doran Michael Marroquin 《Journal of the experimental analysis of behavior》2009,92(1):57-84
Three experiments identified factors that did and did not enhance the formation of two‐node four‐member equivalence classes when training and testing were conducted with trials presented in a trace stimulus pairing two‐response (SP2R) format. All trials contained two separately presented stimuli. Half of the trials, called within‐class trials, contained stimuli from the same class while the other half, called cross class trials, contained stimuli from different classes. On within class trials, making a YES response was correct and making a NO response was wrong. On cross class trials, making a NO response was correct and making a YES response was wrong. In Experiment 1, similar intermediate percentages of participants (about 50%) formed classes, regardless of whether the responses were labeled YES and NO or SAME and DIFF. Response labeling thus did not influence class formation. Regardless of response labels, failures of class formation were primarily due to failure of class‐indicative responding produced by within‐class transitivity probes. In Experiment 2, only 50% of participants formed classes without prior training, as in Experiment 1, but 100% of participants formed equivalence classes after the establishment of a generalized transitivity repertoire by use of a programmed transitivity induction protocol. Experiment 3 examined two components of the programmed transitivity induction protocol and found that the exclusion of AC trials had no effect on the percentage of participants who formed equivalence classes, while presenting the stimulus sets in randomized order interfered with equivalence class formation. A further analysis found that a number of stimulus control topographies differentiated between individuals who did and did not form equivalence classes. In general, then, these experiments demonstrate that equivalence classes can be formed reliably when training and testing are conducted in an SP2R format, supporting the view that equivalence class formation can account for the development of conceptual categories in natural settings. 相似文献
218.
Jennifer Block-Lerner Edelgard Wulfert Erica Moses 《Cognitive and behavioral practice》2009,16(4):443-456
Experiential acceptance, which involves “having,” or “allowing” private experiences, has recently gained much attention in the cognitive-behavioral literature. Acceptance, however, may be considered a common factor among psychotherapeutic traditions. The purposes of this paper are to examine the historical roots of acceptance and to discuss the forms of and theoretical rationales for which the concept of acceptance has been recently introduced into the cognitive-behavioral literature, with an emphasis on acceptance and commitment therapy (ACT; Hayes, Strosahl, & Wilson, 1999). It is hoped that clarification of the theoretical basis underlying acceptance-based approaches, as well as a comparison of various forms of psychotherapy with regard to their emphasis on acceptance, will promote heightened understanding and stimulate more rigorous exploration of treatment efficacy. 相似文献
219.
220.