Compounding of discriminative stimuli that maintain responding on separate response levers

In Experiment 1, rats' responses were reinforced on a fixed-interval 30-sec schedule in the presence of either a light or a tone and were not reinforced in their absence. Each stimulus was correlated with its own response lever, with only one lever present during a session. When light and tone were compounded in the presence of the tone-correlated lever, no change in responding occurred. However, when tone was compounded with light in the presence of the light-correlated lever, level of responding was greater than to light alone (response summation). Summation was also found when each stimulus was correlated with the same lever. Next, light and tone were again correlated with separate levers, but both levers were always simultaneously present. Compounding produced both summation and emission of most responses on the light-correlated lever. This prepotency of light was reduced (1) by leaving a houselight on throughout the session; and (2) by correlating each stimulus with a different schedule (either fixed-interval 4.7-sec or fixed-interval 30-sec). With a medium- and high-intensity houselight and with the different reinforcement schedules, similar results were obtained during compounding, regardless of whether compounding occurred in the presence of the light- or tone-correlated lever.     

Modification of verbal behavior through variable interval reinforcement in a quasi-therapy situation

Principles from the operant conditioning laboratory were applied to the verbal behavior of female college students. An experimental setting was designed to replicate a psychotherapist's office, and subjects were seen daily in a study using a functional research design. Variable interval reinforcement was employed to modify the rate of emission of positive self-reference statements. Results demonstrated that the verbal, scheduled reinforcement exerted a definite, marked effect on the verbal behavior of the subjects. All subjects conditioned to the schedules. Sequence of scheduling did not appear to be a significant variable. The feasibility of employing such techniques in actual psychotherapy is discussed.     

Biographical Items and Factors That Differentiate Rehabilitation Counselor Performance

This article presents the results of an investigation of the relationship of biographical information to the performance of counselors in state rehabilitation (DVR) agencies. The specific purposes of this study were to examine (1) what biographical data items differentiate more successful DVR counselors from less successful DVR counselors, and (2) if factors across biographical items could be found that relate to more successful performance. A series of statistical steps were involved in the analyses including chi-square, reciprocal average weighting technique, factor analysis, and a multiple regression model. No significant relationship to the criterion of supervisor ratings on overall effectiveness was found using either of two weighting procedures, nor were the responses to items composing the factors associated with the criterion variable. Some implications and limitations of the study were discussed.     

Reciprocal inhibition by aversion relief in the treatment of phobias

The treatment reported is a combination of Wolpeian reciprocal inhibition and aversion-relief therapies. The relief following termination of electric shock was substituted for Jacobsonian relaxation in the reciprocal inhibition of anxiety. Photographs of phobic objects and tape recordings of narrated phobic experiences were utilized in treating seven phobic patients and one ticqueur. Six of the seven phobic patients were free of phobic fears, without symptom substitution, at time of follow-up. Theoretical implications and research possibilities of the treatment procedure are discussed.     

Student Response to Three Types of Orientation Programs

A high proportion of positive responses was obtained from students who participated in three different types of pre-college orientation programs. Small group approaches consistently elicited more favorable responses than assemblies or large groups. Greater faculty involvement resulted in participants' noting an increased academic emphasis. Participants believed they had benefited in some way from programs which varied considerably as to length, activities, organization, and purposes.