Investigations of a mirror-image transfer effect in pigeons

In two separate experiments, pigeons trained binocularly to peck a key on which an oblique line (e.g., 60 degrees counter-clockwise rotation from horizontal) was projected yielded bi-modal angularity generalization gradients in extinction, with peaks of responding at both the training stimulus and its mirror image (in this case 120 degrees ). This mirror-image transfer effect may be analogous to an "octave effect" in auditory generalization, but Mello's finding of a mirror-image reversal transfer effect following monocular training in pigeons suggests an alternative interpretation.     

The effect of abnormal displacement of the retinal image during eye movements

The displacement of the images on the retina that results from a turning of the eye does not lead to an apparent motion of what is seen, It has been generally assumed that this is due to a compensating process which takes eye movement into account and serves to discount those image displacements that result from eye movements, It follows from this view that an abnormal image displacement, that is, an image displacement that is larger or smaller than the causing eye movement would warrant, should lead to an experienced displacement of the target. Abnormal image displacement was produced by placing the eye in the converging or diverging bundle of rays from a point source that form behind a strong positive lens; this arrangement yielded a disc-shaped image, the projection of the pupil onto the retina, which displaced abnormally during eye movements. By changing the position of the eye along the axis of the lens in relation to the crossing point of the bundle, the degree to which the displacement was abnormal could be varied, For various displacement rates ranging from 25% to 120 and 400% of normal, abnormal displacements produced by incidental eye movements remained unnoticed, Only where eye movements were intentional did some of our Ss report shifts of the perceived image. It is suggested that the organism copes with the image displacement resulting from the ever-present incidental eye movements not by compensation but by ignoring them.     

Cognitive behavior modification: ‘Motivated learning’ reading treatment with subprofessional therapy-technicians

A method of treating reading deficits based upon an extrinsic motivational system previously employed successfully with a single subject was extended to eighteen additional subjects. The junior-high age subjects included retarded children in special classes, several emotionally disturbed children, and culturally deprived children. The method of training used in the original study was designed to be simple to administer and simple to record the performance of the child. Thus, it was hypothesized that subprofessional personnel could be employed to administer the treatment. Adult volunteers and high school seniors were used as the therapy-technicians.

The eighteen Ss were given 38.2 hr of training in daily half-hour sessions, during which period the average reinforcement earned was $22.29. The mean number of single word reading responses was 94,425. The rate of reading accelerated over the period of training even though the reading material became more difficult. This occurred during a period when progressively less (about one-fourth as much) reinforcement was given per reading response. A mean of 593.5 new words were learned and 70.9 per cent of these were retained in a long-term test. The attention, attendance, cooperation, and diligent work behavior of the various children were maintained in good strength throughout the duration of the study. The results suggest that research be conducted to develop methods for treatment of behavioral deficits that can be widely applied by subprofessional therapy-technicians supervised by clinical psychologists.     

The development of socialization skills in an electively mute child

In a booth designed especially for work with both autistic and electively mute children, a 4-yr-old girl named Dolly, who had no communicative speech or imitative skills, was given a preliminary session in which her verbal output was assessed. To elicit sounds from Dolly, an instrument called a “color organ” was used as a positive reinforcer. After this baseline assessment, in 40 half-hour sessions, Dolly was taught to make eye contact with E, and to obey instructions—although it was first necessary to extinguish her disruptive behavior, particularly her opérant crying. In addition, she learned non-verbal imitative behavior, such as hand clapping; and verbal imitative behavior, such as saying “Hi!” Social (play) sessions were begun after session 21, and continued for the remaining time. These were helpful in generalizing Dolly's learned skills to an environment other than the booth; and to other tasks, such as singing “Ee-eye-ee-eye-oh” in the refrain of the song, “Old McDonald”; and pointing to E's eyes, saying “ice”.     

Stimulus aspects of aversive controls: the effects of response contingent shock

A tone ending with electrical shock was periodically presented to pigeons while they pecked a key for food. Pairs of birds were run simultaneously under a yoked program which insured that both birds received the same number and temporal distribution of shocks. For one of the birds, shock was always initiated by a peck; for the other, shock was unavoidable. Both procedures led to reduced rates of pecking in the presence of the tone, and gradients of stimulus generalization were obtained. But the effects of response contingent shock extinguished more rapidly than the effects of unavoidable shock. In general, birds exposed to unavoidable shock tended to respond at intermediate rates throughout tone, whereas those exposed to response contingent shock ceased to peck for part or all of the tone period.     

Sequential response effects in the white rat during conditioning and extinction on a DRL schedule,

Sequential IRT data were obtained for three rats on a DRL 60-sec reinforcement schedule. It was found that first-order sequential dependencies exist under this schedule, including the partial dependence of the length of any given IRT on the length of the preceding IRT. The sequential analysis also served to extend the finding in the literature, based on frequency distributions, that the likelihood of a reinforced IRT is greater after a reinforced IRT than a non-reinforced IRT. Rapid extinction and reconditioning were obtained.     

Escape behavior under continuous reinforcement as a function of aversive light intensity

In 11 male albino rats, lever-pressing responses, maintained under a CRF escape schedule with light as the aversive stimulus, were examined at each of five intensities, viz., 2.5, 18, 105, 190, and 386 ft-C. The function relating reciprocal of latency of the escape response to aversive light intensity passed through a maximum.