Conditional discrimination in mentally retarded adults: the effect of training the component simple discriminations.

Two subjects with retardation who exhibited generalized identity matching, but who had extensive histories of failure to acquire arbitrary matching, were exposed to a series of conditions designed to train separately the components of a two-choice conditional discrimination. First, the successive discrimination between the sample stimuli was established by programming a different schedule of reinforcement in the presence of each sample stimulus. Schedule performance was acquired and maintained by both subjects, but neither acquired arbitrary matching. To train the simultaneous discrimination between the comparison stimuli, 1 subject was then exposed to a series of simple discrimination reversals and subsequently failed to acquire arbitrary matching. Both subjects acquired arbitrary matching under a procedure that maintained both the sample and the comparison discrimination by first presenting entire sessions composed of one sample-comparison relation and then gradually reducing the number of consecutive trials with the same sample until sample presentation was randomized (schedule performance was maintained). Removal of the schedule requirement had no effect on arbitrary matching accuracy. Both subjects subsequently demonstrated control by relations symmetric to the trained relations.     

Conditions for rasch-dichotomizability of the unidimensional polytomous rasch model

Jansen and Roskam (1986) discussed the compatibility of the unidimensional polytomous Rasch model with dichotomization of the response continuum. They derived a rather strict condition in which dichotomization of multicategory data that fit the unidimensional polytomous Rasch model, results in dichotomous data which fit the dichotomous Research model with effectively the same subject parameter. In this paper a more general dichotomization condition is derived for the polytomous Rasch model, which appears less restrictive, but upholds that the intrinsic logic of the unidimensional polytomous Rasch model defies dichotomization in general. The robustness of dichotomous analysis investigated in a simulation study. It shows a close relation with the two-parameters (Birnbaum) model. Theoretical and methodological implications are discussed.The authors are indebted to H. Müller (personal communication, August 1986), for giving an example which pointed toward the core equation in this paper. The authors also acknowledge the critical comments of Th. Bezambinder and P. Wakker, and of Psychometrika's reviewers to an earlier version of this paper.     

On the reliability of the extreme score

Under the assumption of normality, a formula is derived for the reliability of the maximum score. It is shown that the maximum score is more reliable than each of the single observations, but less reliable than their composite score.     

Parental reactions to the loss of an infant child: A review

This article examines methodological problems, and describes and evaluates commonly explored variables regarding research on the effect of an infant's death on the family. The components of parents' and siblings' grief reactions, and the similarities and differences in parental grief are reviewed. The research shows marked differences between mothers' and fathers' reactions--the grief reactions in mothers being stronger and more prolonged. Different explanations for this are put forward. The effect of different types of loss as well as the effect of the child's life span before death are also reviewed and discussed. Further knowledge is needed to single out the influence of these factors' on the families' reactions. It is concluded that the death of an infant makes the family prone to develop short-term and/or long-term problems in their adaptation to the loss. An integrated effort by health professionals is needed to develop systematic ways of helping families to cope with the death of a child.     

ESTABLISHING GENERATIVE YES/NO RESPONSES IN DEVELOPMENTALLY DISABLED CHILDREN

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, “Is this a_____?”, followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, “Do you want ______?”. Increases in correa responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to “Is this a_____?” questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.     

Maintenance of behavior controlling the duration of discriminative stimuli

The maintenance of a response controlling the duration of positive and negative discriminative stimuli in a multiple schedule was examined with respect to the possible consequences of the response: none, escape from the negative stimulus, production of the positive stimulus, and initiation of the reinforcement schedule associated with the latter. The last two seemed to be the major factors in producing and maintaining the response. Escape from the negative stimulus maintained it in most subjects, but only at a much lower level.     

The effects of varying the distribution of generalization stimuli within a constant range upon the bisection of a sound-intensity interval by rats

Two male, albino rats were trained on a two-valued, self-paced, discrete-trials auditory discrimination. In the presence of a high-intensity stimulus (90 decibels SPL, 4 kiloHertz), response A was reinforced; in the presence of a low-intensity stimulus (50 decibels SPL, 4 kiloHertz), response B was reinforced. When discrimination performance was asymptotic, stimuli intermediate in intensity were presented with the training stimuli in a maintained generalization paradigm. Generalization gradients were derived from the relative frequencies of response A in the presence of each stimulus. A relative frequency of 0.50 was then determined and used as the bisection point of the intensity interval defined by the 90- and 50-decibel stimuli. The bisection point varied with the distribution of the stimuli presented in generalization. This effect was similar to context effects seen in human psychophysics.     

Pigeons' preferences for stimulus information: effects of amount of information

A concurrent-chain procedure was used to study pigeons' preferences as a function of amount of information. Pigeons chose between two terminal links. Both terminal links ended in food reinforcement with probability (p) and in blackout with probability (1–p). One terminal link (noninformative link) was signalled by a stimulus uncorrelated with either food or blackout. The other terminal link (informative link) was signalled by stimuli correlated with these outcomes. Amount of information conveyed by these stimuli was varied across conditions by changing the probability of reinforcement (p) and blackout (1–p). The pigeons strongly preferred the informative link, and preferences were greater at p values above 0.50 than for their complements. The pigeons engaged in different behaviors during the stimulus periods, suggesting that the value of informative stimuli may be in their function as discriminative stimuli for interim activities and terminal responses.     

Interlocking schedules: the relationship between response and time requirements.

Rats were exposed to an interlocking fixed-ratio 150 fixed-interval 5-minute schedule of food reinforcement and then to yoked variable-ratio schedules in which individual ratios corresponded exactly to the ratios of responses to reinforcement obtained on the interlocking schedule. After additional training with the interlocking schedule, the rats were exposed to yoked variable-interval schedules in which intervals corresponded to the intervals between successive reinforcements obtained on the second interlocking schedule. Response rates were highest in the yoked VR condition and lowest in the yoked VI, while intermediate rates characterized the interlocking schedule. Break-run patterns of responding were generated by the interlocking schedule for all subjects, while both the yoked VR and VI schedules produced comparatively stable local rates of responding. These results indicate that responding is sensitive to the interlocking schedule's inverse relationship between reinforcement frequency and responses per reinforcement.     

The role of verbal behavior in human learning: infant performance on fixed-interval schedules

The performances of two infants less than one year old were investigated on fixed-interval schedules. When the infants touched a cylinder either music or food was presented according to fixed-interval schedules ranging in value from 10 to 50 seconds. With respect to two principal criteria, namely, pattern of responding and sensitivity to the schedule parameter, the subjects' behavior closely resembled that of animals but differed markedly from that of older children and adults. Negatively accelerated responding in the course of the fixed interval in the early sessions gave way to a scalloped pattern, consisting of a pause after reinforcement followed by an accelerated response rate. This scalloped pattern was the final form of responding on all schedule values. Analysis of data after performance had stabilized showed that postreinforcement pause was a negatively accelerated increasing function, and running rate (calculated after excluding the postreinforcement pause) was a declining function, of schedule value. On each schedule, the durations of mean successive interresponse times declined in the course of the fixed interval and were directly related to schedule value. The results supported Lowe's (1979) suggestion that verbal behavior may be responsible for major differences in the schedule performance of older humans and animals.