Punishment-specific effects of pentobarbital: dependency on the type of punisher.

Pigeons were trained to peck a key under a multiple random-interval 1-minute, random-interval 6-minute schedule of food presentation. Subsequently, over three phases, additions were made during the random-interval 1-minute component as follows: pecks during the component occasionally were punished by timeout presentation (Phase 1), timeouts were presented independently of responding during the component (Phase 2), pecks during the component occasionally were punished by electric-shock presentation (Phase 3). In Phases 1 and 3, response-dependent timeout and shock suppressed responding and established equivalent rates in both components of the multiple schedule. Intermediate doses of pentobarbital increased responding suppressed by electric-shock punishment but had little or no effect on responding suppressed by timeout punishment. Response-independent presentation of timeouts did not result in suppression of responding (thus showing that response-dependent timeout acted as a punisher), and pentobarbital did not reliably increase unpunished responding. Pentobarbital's selective "punishment-attenuating" properties depend on the nature of the punisher.     

Multiple and concurrent schedule performance: independence from concurrent and successive schedule contexts

Six pigeons were trained on multiple variable-interval schedules and performance was measured in the presence or absence of another variable-interval schedule (the common schedule) arranged concurrently with both components. Manipulations included varying the rate of reinforcement on the common schedule, leaving the common schedule unchanged while the components of the multiple schedule were varied, varying the multiple schedule components in the absence of the common schedule, and varying one component of the multiple schedule while the other component and the common schedule were unchanged. The normal rate-increasing and rate-decreasing effects of reinforcement rate increase were found, except that changing one multiple schedule component did not affect the response rate in the successively available common schedule component. Both concurrent and multiple schedule performance undermatched obtained reinforcement-rate ratios, but the degree of undermatching in multiple schedules was reliably greater. Allocation of responses between multiple schedule components was unaffected by the concurrent availability of reinforcement, and allocation of responses between concurrent schedules was unaffected by the successive availability of different reinforcement rates.     

A molecular analysis of multiple schedule interactions: negative contrast

The present experiments investigated the relationship between changes in the relative reinforced interresponse-time distributions and the occurrence of positive and negative contrast in multiple variable-interval—variable-interval and multiple variable-interval—extinction schedules of reinforcement. Experiment I demonstrated that changes in the interresponse-time distributions were consistently correlated with response-rate changes referred to as positive and negative contrast. Corresponding changes in the reinforced interresponse-time distributions suggested that negative contrast resulted as an inductive effect of selectively reinforcing long interresponse times in the altered component at the moment the baseline schedule was reintroduced. Experiment II demonstrated that the magnitude of the negative-contrast effect could be significantly decreased if the altered component schedule was modified in order to prevent the reinforcement of these interresponse times during the first few sessions of baseline recovery. The results supported a proposal that interresponse time—reinforcer relations may act as amplifiers or attenuators of negative contrast.     

A note on moran's measure of multiple rank correlation

A measure of multiple rank correlation,T _y.12 ², is proposed for the situation with no tied observations in the variables. The measure is a weighted average of two squared Kendall taus. It is shown thatT _y.12 ² is equivalent to a statistic previously proposed by Moran and thus a new interpretation is given to Moran's statistic.The author wishes to thank Nancy Anderson, Willard Larkin, and Kent Norman for their helpful comments.     

TEACHING PERSONS WITH PROFOUND MULTIPLE HANDICAPS: A REVIEW OF THE EFFECTS OF BEHAVIORAL RESEARCH

The behavioral research on teaching individuals who have profound multiple handicaps is reviewed. The primary focus is on determining the degree to which behavioral research has demonstrated the teaching of meaningful skills to this population. Results of the review indicate that investigations have demonstrated, albeit inconsistently, that behavior change has resulted from contingency management interventions with persons who have profound multiple handicaps. However, there is little evidence that such interventions have resulted in meaningful behavior change according to currently accepted criteria for beneficially affecting the quality of life of persons with serious handicaps. Potential explanations for the lack of such evidence are offered, including the relative lack of research attention given to this issue, the possible ineffectiveness of the components of the technology applied, and possible ineffective application of the potentially effective technology. Suggestions for future research are discussed in terms of developing more effective educational and habilitative services for persons with profound multiple handicaps. In particular, we suggest research on a wider variety of behavioral teaching procedures, providing more comprehensive evaluations of the applications of procedures and developing treatment programs that do not focus solely on traditional skill acquisition.     

EM and beyond

The basic theme of the EM algorithm, to repeatedly use complete-data methods to solve incomplete data problems, is also a theme of several more recent statistical techniques. These techniques—multiple imputation, data augmentation, stochastic relaxation, and sampling importance resampling—combine simulation techniques with complete-data methods to attack problems that are difficult or impossible for EM.A preliminary version of this article was the Keynote Address at the 1987 European Meeting of the Psychometric Society June 24–26, 1987 in Enschede, The Netherlands. The author wishes to thank the editor and reviewers for helpful comments.     

Stimulus and reinforcer relativity in multiple schedules: Local and dimensional effects on sensitivity to reinforcement

Pigeons' responses in two successive components of multiple schedules were reinforced according to variable-interval schedules of reinforcement that varied over five different conditions. Within each session of all conditions, line orientations of 0°, 30°, or 45° in Component 1 alternated with orientations of 45°, 60°, or 90° in Component 2. Response rates were recorded in three successive subintervals of each component. Ratios were taken between the response rate in each Component 1 line orientation and the response rate in each Component 2 orientation. These ratios were found to be power functions of the corresponding ratios of obtained reinforcement rates. Sensitivity of response ratios to changes in reinforcer ratios, given by the value of the exponent of the power function, increased systematically with increasing disparity between the dimensional values of orientation stimuli. In addition, sensitivity decreased systematically over successive subintervals of components, that is, with increasing time since component alternation. Dimensional and local (subinterval) effects interacted in that sensitivity increased with stimulus disparity to a far greater extent in the first subinterval than later in components. The data could be described by a combination of rectangular hyperbolae which attributed the interaction between local and dimensional effects to limits set by local effects on the extent that stimulus differences could affect sensitivity.     

汉语阅读发展研究中几种实验任务之间关系的探讨

本研究综合考察汉语阅读获得与发展研究中经常使用的注音、命名与组词,听写与多重选择的关系。结果发现：注音与命名有很强的一致性,并且都与组词有很高的棚关;在这些任务中,听写的难度最大,多重选择最易;几种任务存在共同的加工规律。文章从词汇识别过程讨论了这些结果的理论含义。     

Thinking about multiple identities boosts children’s flexible thinking

Studies of children's developing social identification often focus on individual forms of identity. Yet, everyone has multiple potential identities. Here we investigated whether making children aware of their multifaceted identities—effectively seeing themselves from multiple angles—would promote their flexible thinking. In Experiment 1, 6‐ to 7‐year‐old children (N = 48) were assigned to either a Multiple‐Identities condition where they were led to consider their multiple identities (e.g. friend, neighbor) or to a Physical‐Traits condition where they considered their multiple physical attributes (e.g. legs, arms). Children in the Multiple‐Identity condition subsequently expressed greater flexibility at problem‐solving and categorization than children in the Physical‐Traits condition. Experiment 2 (N = 72) replicated these findings with a new sample of 6‐ to 7‐year‐old children and demonstrated that a Multiple‐Identity mindset must be self‐relevant. Children who were led to think about another child's multiple identities did not express as much subsequent creative thinking as did children who thought about their own multiple identities. Experiment 3 (N = 76) showed that a Mmultiple‐Identity framework may be particularly effective when the identities are presented via generic language suggesting that they are enduring traits (in this case, identities depicted as noun phrases rather than verbal phrases). These findings illustrate that something as simple as thinking about one's identity from multiple angles could serve as a tool to help reduce rigid thinking, which might increase open‐mindedness in a society that is becoming increasingly diverse.