Reward dominance among children with disruptive behavior disorders

Investigated was a deficit in avoidance learning in situations of competing rewards and punishments in boys with behavior disorders. This learning style has been found to differentiate adults with psychopathy and controls and has been labeled reward dominance. The present study investigated the reward dominance paradigm in a group of 9- to 13-year-old boys with disruptive behavior disorders (N=21) and a normal control group (N=22). Subjects played four computer games programmed to provide the subject with a steadily decreasing ratio of rewards to punishments. Although the groups did not differ initially on the number of trials played, significant group differences emerged when measures of anxiety were included in the analysis. That is, boys with disruptive behavior disorders played more trials (reward dominance) only when the effect of anxiety was controlled. These findings are consistent with Gray's biobehavioral theory of personality and are also consistent with research indicating that anxiety is an important marker for a distinct subgroup of children with behavior problems.     

Contingency-shaped and rule-governed behavior: instructional control of human loss avoidance

Instructions can override the influence of programmed schedules of reinforcement. Although this finding has been interpreted as a limitation of reinforcement schedule control in humans, an alternative approach considers instructional control, itself, as a phenomenon determined by subjects' reinforcement histories. This approach was supported in a series of experiments that studied instructional and schedule control when instructions either did or did not accord with the schedule of reinforcement. Experiment I demonstrated that accurate instructions control discriminative performances on multiple avoidance schedules, and that such control persists in a novel discrimination. Experiments II and III showed that elimination of instruction-following occurs when inaccurate instructions cause subjects to contact a monetary loss contingency. Experiment IV demonstrated the reinforcing properties of accurate instructions. Skinner's view of rule-governed behavior is consistent with these findings, and can be extended to account for many aspects of instructional control of human operant behavior.     

Acceleration and suppression of rats' responding to avoid foot shock and tail shock

Signalled response-independent shocks were superimposed on rats' wheel-turn responding to avoid shock administered to their feet through a grid floor or to their tails through fixed electrodes. In Experiment I, a tone paired with response-independent foot shock increased responding in three of four rats; a tone paired with tail shock increased responding in only one of four rats and suppressed responding in two rats. In Experiment II, a tone presented randomly with respect to response-independent shock had no reliable effect on responding to avoid foot shock or tail shock. In Experiment III, tail shock and foot shock were compared in a within-subject design while the temporal pattern of responding during conditioned stimuli was recorded. Responding during the conditioned stimulus preceding foot shock was characterized by initial suppression of responding at tone onset, followed by increased responding just before response-independent shock. Responding was suppressed throughout the conditioned stimulus preceding tail shock. Foot shock elicited bursts of responding, but tail shock did not.     

Parameters affecting the maintenance of negatively reinforced key pecking

Three negative reinforcement experiments employing a key-peck response are described. In Experiment I, pigeons shocked on the average of twice per minute (imposed condition) could produce, by pecking a key, an alternate condition with correlated stimuli. Delayed shocks were added, across sessions, to the alternate condition until pecking stopped. Two of three pigeons continued to peck despite a 100% increase in shock frequency. In Experiment II, pigeons were shocked in the imposed condition four times per minute. The postresponse delay to shock was held constant by delivering, in the alternate condition, the next shock, or the next two, three, or four shocks from the imposed-condition shock schedule. All three subjects continued to peck with no change in delay to the first two postresponse shocks but with a 75% reduction in shock frequency. In Experiment III, a response produced an immediate shock followed by a shock-free period. Three of four subjects continued to respond despite reduced delay to shock. Delay-to-shock or shock-frequency reduction was sufficient to maintain key pecking, but neither was necessary. The conditions that negatively reinforce the pigeon's key peck were similar to conditions that negatively reinforce the rat's bar press.     

不同月龄小鼠行为训练与脑突触蛋白的相关性研究

不同年龄动物在各种行为实验中表现出学习记忆能力不同。一般地说,动物进入中年期以后,记忆保持力(retention)随年龄增长而下降。有关衰老性记忆障碍与脑内神经细胞变化的相关性已有大量观察记载,但中、幼年阶段的记忆力差异及其脑内突触机制     

AN ANALYSIS OF ERROR-CORRECTION PROCEDURES DURING DISCRIMINATION TRAINING

Mechanisms involved in error-correction procedures during behavioral acquisition were examined. Seven developmentally delayed subjects participated in match-to-sample discrimination training, consisting of three conditions arranged in a multielement design. Correct responses in all conditions were followed by praise and either food or pennies. In the baseline condition (differential reinforcement), an error produced no consequences. In the practice condition, an error was followed by repetition of the trial until a correct response occurred. In the avoidance condition, an error was followed by additional trials consisting of irrelevant stimuli; this condition separated the effects of repeated exposure to the same task from those of negative reinforcement, both of which existed in the practice condition. All 7 subjects made noticeable progress in the baseline condition. However, 5 of the 7 performed better in one of the error-correction conditions: 2 performed better in the practice condition, and 3 performed better in the avoidance condition. These data indicate that error-correction procedures may serve multiple functions and suggest that the practice requirement in this study included both avoidance and stimulus control components. More generally, the data indicate that additional control procedures should be included in acquisition studies to identify the relevant behavioral mechanism(s).     

Interresponse-time punishment: a basis for shock-maintained behavior.

Lever pressing of squirrel monkeys postponed brief electric shock according to a free-operant shock-postponement procedure. Pressing also produced shock with a probability proportional to the duration of the current interresponse time in some conditions, or to the fifth ordinally-preceding interresponse time in others. These conditions provided equal frequencies and temporal distributions of response-produced shocks either contingent on or independent of the current interresponse-time duration, respectively. Shock delivered contingent on the current interresponse-time duration resulted in shorter mean interresponse times and higher overall response rates that shock delivered independent of the current interresponse time. In subsequent conditions, response-produced shocks were sufficient to maintain responding following suspension of the postponement procedure only when those shocks were contingent on the current interresponse time. Presenting shock independent of the current interresponse time, conversely, suppressed response rate and ultimately led to cessation of responding in the absence of a conjoint shock-postponement procedure. These results demonstrate interresponse-time punishment in the absence of any indirect avoidance contingencies based on overall shock-frequency reduction, and strongly support similar interpretation at the more local level of shock-frequency reduction correlated with particular interresponse times. Differential punishment of long interresponse times also provides both an a priori basis for predicting whether a schedule of shock presentation will maintain or suppress responding and a framework for interpreting many of the functional relations between overall response rate and parameters of consequent shock presentation. Finally, these results and others indicate the importance of response-consequence contiguity above and beyong any notion of noncontiguous contingency in the control of behavior.     

Dyadic processes of relational turbulence theory

This study tested dyadic processes of relational turbulence theory (RTT) in heterosexual marriages. We tested propositions 1, 2, and 5 of RTT, which propose that uncertainty about the marriage biases cognitive appraisals, and that interference from a partner heightens negative emotions, both of which culminate in relational turbulence for spouses. Guided by these propositions, husbands' and wives' (N = 510; 255 marital dyads) dyadic cognitive and emotional processes were estimated using the actor-partner interdependence mediation model. Consistent with theoretical propositions, we found evidence for actor-actor indirect effects; for both husbands and wives (a) the effect of spouses' relationship uncertainty on their own relational turbulence was mediated by their own biased cognitive appraisals, and (b) the effect of spouses' experienced interference on their own relational turbulence was mediated by their own anger from communicating in the marriage. However, controlling for actor-actor indirect effects, partner-defined processes (i.e., actor-partner and partner-actor indirect effects) uniquely explained husbands' and wives' relational turbulence.     

“讳疾忌医”：健康信息回避的影响因素与理论解释

健康信息回避是指有意识地防止或延迟获取可利用的身体健康信息的行为,对疾病的预防与治疗有着重要影响。本文通过回顾前人文献概述了个体因素、社会因素和信息因素对健康信息回避的影响。风险认知理论、信息处理与决策双加工系统理论和威胁资源管理模型为健康信息回避的产生提供了理论依据。未来研究可以关注健康信息回避的分类研究并扩展健康信息回避的研究范围,加强健康信息回避的实证干预研究并根据我国医疗背景开展健康信息回避的本土化研究。