Behavioral momentum and the law of effect

In the metaphor of behavioral momentum, the rate of a free operant in the presence of a discriminative stimulus is analogous to the velocity of a moving body, and resistance to change measures an aspect of behavior that is analogous to its inertial mass. An extension of the metaphor suggests that preference measures an analog to the gravitational mass of that body. The independent functions relating resistance to change and preference to the conditions of reinforcement may be construed as convergent measures of a single construct, analogous to physical mass, that represents the effects of a history of exposure to the signaled conditions of reinforcement and that unifies the traditionally separate notions of the strength of learning and the value of incentives. Research guided by the momentum metaphor encompasses the effects of reinforcement on response rate, resistance to change, and preference and has implications for clinical interventions, drug addiction, and self-control. In addition, its principles can be seen as a modern, quantitative version of Thorndike's (1911) Law of Effect, providing a new perspective on some of the challenges to his postulation of strengthening by reinforcement.     

Resistance to extinction in the steady state and in transition

Three experiments with pigeons explored the constancy of reinforcer omission during extinction conjectured by rate estimation theory. Experiment 1 arranged 3-component multiple variable-interval (VI) schedules with a mixture of food and extinction trials within each session. Reinforcers omitted to an extinction criterion increased with food-trial reinforcer rate. Experiment 2 arranged 3-component multiple VI schedules where components differed in rate or number of reinforcers. Resistance to extinction depended on the training reinforcer rate but not on the number of reinforcers omitted. Experiment 3 replicated the partial-reinforcement extinction effect within subjects in a discrete-trial procedure and found that more reinforcers were omitted in continuous- than in partial-reinforcement trials. A model of extinction based on behavioral momentum theory accounted for all the data.     

Activation of adenosine receptors in the posterior cingulate cortex impairs memory retrieval in the rat

Adenosine A1 and A2A receptor agonists and antagonists have been reported to alter learning and memory. The aim of our study was to investigate the involvement of adenosinergic system in memory retrieval into posterior cingulate cortex (PCC) of Wistar rats. To clarify this question, we tested specifics agonist and antagonists of adenosine A1 and A2A receptors in rats submitted to a one-trial inhibitory avoidance task. The stimulation of adenosine A1 and A2A receptors by CPA and CGS21680, respectively, impaired memory retrieval for inhibitory avoidance task, into PCC. These findings provide behavioral evidence for the role of adenosinergic system in the memory retrieval into PCC.     

Factor analysis of the frontal systems behavior scale (FrSBe)

The Frontal Systems Behavior Scale (FrSBe), formerly called the Frontal Lobe Personality Scale (FLOPS), is a brief behavior rating scale with demonstrated validity for the assessment of behavior disturbances associated with damage to the frontal-subcortical brain circuits. The authors report an exploratory principal factor analysis of the FrSBe-Family Version in a sample including 324 neurological patients and research participants, of which about 63% were diagnosed with neurodegenerative diseases (Huntington's, Parkinson's, and Alzheimer's diseases). The three-factor solution accounted for a modest level of variance (41%) and confirmed a factor structure consistent with the three subscales proposed on the theoretical basis of the frontal systems. Most items (83%)from the FrSBe subscales of Apathy, Disinhibition, and Executive Dysfunction loaded saliently on three corresponding factors. The FrSBe factor structure supports its utility for assessing both the severity of the three frontal syndromes in aggregate and separately.     

Attribution processes in mother-adolescent conflict

Attributions reported by 115 mothers and 122 adolescents were examined as they related to family conflict. Subjects completed measures of parent-adolescent conflict (Issues Checklist, Conflict Behavior Questionnaire) and the Mother-Adolescent Attribution Questionnaire. The results revealed that parent-adolescent conflict correlated with mothers' and teenagers' negative attributions. Specifically, self-reported conflict was positively correlated with mothers' and teenagers' beliefs that one another's negative behavior was intentional, selfishly motivated, and blameworthy.     

The flexible boundaried group: format, techniques, and patients' perceptions

The model of a flexible boundaried group was developed to manage the problem of irregular group attendance of chronic mentally ill patients. The central element in the model enables patients to determine, within limits, the frequency with which they will attend sessions. Review of attendance records and patient interviews from one flexible group suggest that members adhere to their contractual agreement and are accepting of irregular attenders. This finding has been supported by experiences in three additional groups composed of chronically ill individuals. These groups, comprised of regular, core attenders and peripheral members, become cohesive and form a viable therapeutic treatment structure.     

Life Satisfaction and Incumbent Voting: Examining the Mediating Effect of Trust in Government

Journal of Happiness Studies - An emerging body of evidence suggests a causal relationship between wellbeing and incumbent voting. However, the evidence is primarily founded upon established...     

GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes ( d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.     

How do people order stimuli?

People may find it easier to construct an order after first representing stimuli on a scale or categorizing them, particularly when the number of stimuli to be ordered is large or when some of them must be remembered. Five experiments tested this hypothesis. In two of these experiments (1 and 3), we asked participants to rank line lengths or to rank photographs by artistic value. The participants provided evidence of how they performed these tasks, and this evidence indicated that they often made use of some preliminary representation—either a metric or a categorization. Two further experiments (2 and 4) indicated that people rarely produced rankings when given a choice of assessment measures for either the length of lines or the artistic value of photographs. In Experiment 5, when the number of lines was larger or lines were only visible one at a time, participants were faster at estimating line lengths as a percentage of the card covered than at rank ordering the lengths. Overall, the results indicate that ordering stimuli is not an easy or natural process when the number of stimuli is large or when the stimuli are not all perceptible at once. An implication is that the psychological measures available to individuals are not likely to be purely ordinal when many of the elements being measured must be recalled.     

Mathematics self-efficacy: stereotype threat versus resilience

Children’s academic self-efficacy is one of the strongest predictors of achievement (Wigfield and Eccles, Contemporary Educational Psychology 25(1): 68–81, 2000). The present research examined mathematics self-efficacy and the relationship of racial context from the perspective of two competing bodies of research. Stereotype threat theory would predict that, under conditions where negative stereotypes are salient, self-efficacy would decrease. So, Black/African American students in primarily White classrooms would be predicted to report lower self-efficacy. However, other research suggests that Black/African American students demonstrate fortitude even under disadvantage (e.g., Graham, Review of Educational Research, 64(1): 55–117, 1994). We examined the mathematics self-efficacy of 170 fifth-grade students. In contrast to stereotype threat theory, results suggested that Black/African American students’ self-efficacy remained stable regardless of the racial breakdown of the class. However, White students demonstrated elevated self-efficacy when in predominantly Black/African American classrooms. These results could not be explained by differences in classroom environments. Results are discussed in terms of resilience, ethnic identity and White identity.