Advances in Behaviorism: It's Not What It Used to Be

Behaviorism has changed over the past half century and its modern form is not familiar to many educators and other applied professionals. Put briefly, behaviorism has changed from the molecular and absolutist form of years past, when basic researchers, therapists and educators sought to modify isolated target behaviors. Modern behaviorism is relativistic and molar and the articles included in this issue are meant to illustrate this changed emphasis. The first article shows how the matching law has redefined the old law of effect and how that affects application. The second shows how relational frames provide a behavioral treatment of cognitive variables that dispels the stereotyped view of behavior modification. The third treats molar classes of behaviors as traits, and individual behaviors as states, applying that distinction to aspects of the relative frequencies of behaviors of children at home and at school. Finally, the last article shows specifically how behavioral methods have been (and are) applied to the behavior of autistic children, in a program that has been extremely successful over the past few years.     

Resistance to change of forgetting functions and response rates

This experiment examined the effects of reinforcement probability on resistance to change of remembering and response rate. Pigeons responded on a two-component multiple schedule in which completion of a variable-interval 20-s schedule produced delayed matching-to-sample trials in both components. Each session included four delays (0.1 s, 2 s, 4 s, and 8 s) between sample termination and presentation of comparison stimuli in both components. The two components differed in the probability of reinforcement arranged for correct matches (i.e., rich, p = .9; lean, p = .1). Response rates during the variable-interval portion of the procedure were higher in the rich component during baseline and more resistant to the disruptive effects of intercomponent food and extinction. Forgetting functions were constructed by examining matching accuracy as a function of delay duration. Baseline accuracy was higher in the rich component than in the lean component as measured by differences in the gamma-intercept of the forgetting functions (i.e., initial discrimination), rather than from differences in the slope of the forgetting function (i.e., rate of forgetting). Intercomponent food increased the rate of forgetting relatively more in the lean component than in the rich component, but initial discrimination was not systematically affected. Extinction reduced initial discrimination relatively more in the lean component than in the rich component, but did not systematically affect rate of forgetting. These results are consistent with our previous data suggesting that, as for response rate, accuracy and resistance to change of discriminating are positively related to rate of reinforcement. These data also suggest that the disruptability of remembering depends on the conditions of reinforcement, but the way in which remembering is disrupted depends on the nature of the disruptor.     

Associative symmetry in the pigeon after successive matching-to-sample training

If an organism is explicitly taught an A→B association, then might it also spontaneously learn the symmetrical B→A association? Little evidence attests to such “associative symmetry” in nonhuman animals. We report for the first time a clear case of associative symmetry in the pigeon. Experiment 1 used a successive go/no go matching‐to‐sample procedure, which showed all of the training and testing stimuli in one location and intermixed arbitrary and identity matching trials. We found symmetrical responding that was as robust during testing (B→A) as during training (A→B). In Experiment 2, we trained different pigeons using only arbitrary matching trials before symmetry testing. No symmetrical responding was found. In Experiment 3, we trained other pigeons with only arbitrary matching trials and then tested for symmetry. When these pigeons, too, did not exhibit symmetrical responding, we retrained them with intermixed identity and arbitrary matching trials. Less robust symmetrical responding was obtained here than in Experiment 1. Collectively, these results suggest that identity matching may have to be learned concurrently with arbitrary matching from the outset of training for symmetry to emerge.     

A theory of attending and reinforcement in conditional discriminations

A model of conditional discrimination performance (Davison & Nevin, 1999) is combined with the notion that unmeasured attending to the sample and comparison stimuli, in the steady state and during disruption, depends on reinforcement in the same way as predicted for overt free-operant responding by behavioral momentum theory (Nevin & Grace, 2000). The rate of observing behavior, a measurable accompaniment of attending, is well described by an equation for steady-state responding derived from momentum theory, and the resistance to change of observing conforms to predictions of momentum theory, supporting a key assumption of the model. When probabilities of attending are less than 1.0, the model accounts for some aspects of conditional-discrimination performance that posed problems for the Davison-Nevin model: (a) the effects of differential reinforcement on the allocation of responses to the comparison stimuli and on accuracy in several matching-to-sample and signal-detection tasks where the differences between the stimuli or responses were varied across conditions, (b) the effects of overall reinforcer rate on the asymptotic level and resistance to change of both response rate and accuracy of matching to sample in multiple schedules, and (c) the effects of fixed-ratio reinforcement on accuracy. Some tests and extensions of the model are suggested, and the role of unmeasured events in behavior theory is considered.     

Łukasiewicz-Moisil Relation Algebras

We introduce Łukasiewicz-Moisil relation algebras, obtained by considering a relational dimension over Łukasiewicz-Moisil algebras. We prove some arithmetical properties, provide a characterization in terms of complex algebras, study the connection with relational Post algebras and characterize the simple structures and the matrix relation algebras.     

Stability of functional equivalence and stimulus equivalence: effects of baseline reversals

Functional equivalence and stimulus equivalence classes were established, reversed, and tested for stability with college students. Functional stimulus classes were established using a task in which students were trained to say nonsense words in the presence of arbitrarily assigned sets of symbols. Computer-controlled speech-recognition technology was used to record and analyze students' vocal responses for accuracy. After the establishment of stimulus classes was demonstrated with a transfer-of-function test, the effects of reversing selected baseline simple discriminations were assessed during an additional transfer-of-function test and a follow-up test that occurred several weeks later. With the same students, stimulus equivalence classes were established and demonstrated with computerized matching-to-sample procedures. The effects of reversing selected baseline conditional discriminations also were assessed during a postreversal equivalence test and a follow-up test. Both functional stimulus classes and stimulus equivalence were sensitive to contingency reversals, but the reversals with stimulus equivalence closses affected stimulus class organization whereas reversals with functional stimulus classes did not. Follow-up performances were largely consistent with the original baseline contingencies. The similarities and differences between stimulus equivalence and functional equivalence are related to the specific contingencies that select responding in the presence of the stimuli that form the classes.