The relative law of effect: effects of shock intensity on response strength in multiple schedules

Key pecking of four birds was reinforced with food according to a two-component multiple variable-interval 1-minute variable-interval 4-minute schedule. In addition, key pecking was punished by a brief shock according to a variable-interval 30-second schedule during both components of the multiple schedule. The intensity of the shock was varied. For all birds, punishment had a stronger suppressive effect on the responding maintained by the leaner food schedule, and the ratio of responding during the two components of the multiple schedule became closer to the ratio of reinforcement as shock intensity was increased, as the relative law of effect predicts. At the higher shock intensity, there was some evidence that the ratio of responses overmatched the ratio of reinforcements.     

Warmup in avoidance as a function of time since prior training

On avoidance procedures, rats and pigeons typically show warmup effects, characterized by improving performance within sessions and loss of the improvement (“warmup decrement”) between sessions. Between-session losses were examined by varying the time between periods of avoidance training. In one experiment, rats lived fulltime in conditioning chambers while intermission intervals were varied. In a second experiment, the animals lived in home cages between sessions; timeout intervals were introduced at midession, producing recurrence of warmup in the second half-session. In both experiments, the warmup decrements increased substantially as the timeout or intersession intervals were increased from zero to 30 minutes. With intervals of 60 or 120 minutes, the decrements approached or exceeded those obtained with intervals of a day or more. When avoidance was interposed between appetitive sessions, the appetitive responding was disrupted, but this seemed unrelated to the warmup or to the proficiency of avoidance. The warmup in avoidance shares characteristics with transient punishment effects, with the Kamin effect, and with habituation phenomena, but it is premature to assume that they reflect common processes.     

Tests for stability in linear structural equation systems

Interpretations regarding the effects of exogenous and endogenous variables on endogenous variables in linear structural equation systems depend upon the convergence of a matrix power series. Convergence depends upon the eigenvalues of the structural coefficient matrix. The test for convergence developed by Jöreskog and Sörbom is shown to be only sufficient, not necessary and sufficient.     

Reinforcement magnitude and the inhibiting effect of reinforcement

In a two-key concurrent variable-interval schedule (using pigeons), if the reinforcement frequency for one response is held constant while that for the other is increased, the rate of response on the constant key decreases. The immediate reinforcement for key pecking can usually be conceptualized as the change from a condition in which the key light is on and the food hopper light is off to one in which the key light is off and the hopper light is on. The prechange condition is associated with a delay to food of one-half the average interreinforcement interval in effect during this condition. The postchange condition is associated with a delay to food of about .5 seconds. The programming of additional reinforcement results in a decrease in the delay to food associated with the prechange stimulus condition, and thus a decrease in the value of the improvement that results from the change. This would appear to be analogous to a decrease in the amount of reinforcement, and thus sufficient explanation for the decrease in the rate of the response.     

Serial learning in the pigeon.

Three pigeons learned to peck four colors in a particular sequence, regardless of how these colors were positioned on four response keys and without feedback following each response. This demonstrates that serial learning is possible in subprimate animals.     

Demand for food on fixed-ratio schedules as a function of the quality of concurrently available reinforcement

Six rats lever pressed for food on concurrent fixed-ratio schedules, in a two-compartment chamber. In one compartment, mixed diet pellets were delivered on fixed-ratio schedules of 1, 6, 11, and 16; in the other, either no food was delivered, or sucrose or mixed diet pellets were delivered on fixed-ratio 8. The number of pellets obtained in the first compartment declined as a function of fixed-ratio size in that compartment in all three conditions, but the decline was greatest overall with mixed diet pellets concurrently available in the other compartment, and least with no food concurrently available. The result is discussed in terms of economic demand theory, and is consistent with the prediction that elasticity of demand for a commodity (defined in operant terms as the ratio of the proportionate change in number of reinforcements per session to the proportionate change in fixed-ratio size) is greater the more substitutable for that commodity are any concurrently available commodities.     

BEHAVIOR ANALYSIS APPLIED TO ENVIRONMENTAL/ECOLOGICAL PROBLEMS; A REVIEW1

Recent applications of operant technology, including the manipulation of environmental conditions and response consequences, have been directed toward the improvement of man-environment relations. This document summarizes the research designs, procedures, results, and conclusions of these recent behavioral interventions for ecological rebalance. Each of the 32 studies reviewed was undertaken since 1970; all studies were relatively successful in changing the probability of an ecology-related response; all studies incorporated basic methodologies applicable for large-scale, community programs; most of the investigations were conducted in field settings (e.g., college campuses, grocery stores, mobile-trailer parks, homes, movie theaters, public campgrounds, and a football stadium). Several of the studies are as yet unpublished. Sources for receiving documentation of the unpublished research are provided in this document. About 50% of the investigations reviewed were designed to influence behaviors related to environmental litter; the others were of behavior-modification programs that substantially increased bus-ridership, decreased lawn-trampling, promoted the purchase of drinks in returnable rather than throwaway containers, initiated a recycling process, or reduced energy consumption. Essentially, the interventions were either preventive in nature (i.e., designed to discourage environment-destructive behaviors before they occur), or remedial (i.e., designed to encourage behaviors that correct an existing environmental problem). Usually, the preventive measures emphasized responses priming (or prompting), while the corrective measures applied some form of positive reinforcement. Response priming was accomplished with modelling techniques, or with written and/or verbal prompts presented either publicly or on a personal, one-to-one basis. Among the positive reinforcement procedures were field applications of token economies, lottery systems, feedback programming, and intergroup contests, as well as individual contingency contracting. Some experimental designs provided for comparisons between the behavioral effects of response priming and positive reinforcement.     

Facilitating paper recycling: effects of prompts, raffles, and contests

The effects of prompts and reinforcement to promote paper recycling were compared in six university dormitories. For a Prompt condition, residents were urged to recycle paper for ecological reasons via flyers distributed to each room. For a Raffle contingency, residents were given one raffle ticket for every pound of paper brought to a collection center. For a Contest contingency, two dorms were paired and the dorm whose residents delivered the most paper won $15 for its treasury. Contingency awareness was strengthened via a flyer placed under the door of each resident's room. Flyers alone had little effect in increasing paper-recycling behaviors, but the raffle (substantially) and the contest (somewhat) increased the amount of paper brought to a dorm's recycling center. Students whose rooms were closest to the collection center showed the greatest participation. Removal of the reinforcement contingencies resulted in a return to baseline levels.     

Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation

Off-task behavior, correct answering, and participation during beginning reading instruction were recorded for two low-achieving first-grade children during two different rates of teacher presentation. A slow-rate presentation (A) was compared with a fast-rate presentation (B) in an ABABAB design. In slow-rate presentation, there was a delay between the children's response and introduction of the next task. In fast-rate presentation, there was no delay. A new teacher taught during the final AB phases, which allowed for a brief replication. Both teachers were reminded on a fixed-interval 90-sec schedule throughout all phases of the experiment to praise the subjects, thus preventing a confounding of social praise and rate of teacher presentation. Fast-rate presentation was accompanied by a lower per cent occurrence of off-task behavior for both Subjects 1 and 2. For Subject 1, correct answering and participation were more frequent during all three fast-rate phases. For Subject 2, correct answering and participation were more frequent during the fast-rate phases after the first reversal.