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121.
Matthew T. Brodhead So Yeon Kim Mandy J. Rispoli 《Journal of applied behavior analysis》2019,52(1):258-270
The first purpose of this study was to attempt to replicate previous findings that video‐based preference assessments without access to selected stimuli may accurately predict relative reinforcing efficacy of stimuli. To do this, we conducted a concurrent operant reinforcer assessment in which we evaluated the relative reinforcing value of highly preferred and less preferred items identified in a video‐based preference assessment. The second purpose of this study was to begin to evaluate the potential behavioral mechanisms responsible for the validity of this assessment. To conduct this analysis, we evaluated the relative reinforcing value of those same stimuli depicted in video format and then compared results to results obtained during the reinforcer assessment for tangible stimuli. For all five participants, stimuli identified as highly preferred functioned as reinforcers, and four of five participants, responding during the reinforcer assessment was similar in the presence of tangible stimuli and videos depicting those stimuli. 相似文献
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123.
The increasing availability of violent video games and their implication in recent school shootings has raised the volume of public debate on the effects of such games on aggressive behavior and related variables. This article reports an experiment designed to test key hypotheses concerning the short term impact of exposure to violent video games on young women, a population that has received relatively little attention in this research literature. Results were that brief exposure to a violent video game increased aggressive behavior. Mediational analyses suggested that the violent video game effect on aggression was not mediated by instrumental aggressive motivation, but was partially mediated by revenge motivation. Other results suggested that the violent video game effect on aggression might be greater when the game player controls a same‐sex violent game character. Aggr. Behav. 29:423–429, 2003. © 2003 Wiley‐Liss, Inc. 相似文献
124.
Cynthia N. Catania Daniel Almeida Brian Liu‐Constant Florence D. Digennaro Reed 《Journal of applied behavior analysis》2009,42(2):387-392
Three new direct‐service staff participated in a program that used a video model to train target skills needed to conduct a discrete‐trial session. Percentage accuracy in completing a discrete‐trial teaching session was evaluated using a multiple baseline design across participants. During baseline, performances ranged from a mean of 12% to 63% accuracy. During video modeling, there was an immediate increase in accuracy to a mean of 98%, 85%, and 94% for each participant. Performance during maintenance and generalization probes remained at high levels. Results suggest that video modeling can be an effective technique to train staff to conduct discrete‐trial sessions. 相似文献
125.
Christopher Barlett Omar Branch Christopher Rodeheffer Richard Harris 《Aggressive behavior》2009,35(3):225-236
How long do the effects of the initial short‐term increase in aggression and physiological arousal last after violent video game play? Study 1 (N=91) had participants complete pre‐ and postvideo game measures of aggressive thoughts, aggressive feelings, and heart rate. Then, participants completed Time 3 measures after 4 min or 9 min of delay. Study 2 employed a similar procedure, but had participants (N=91) complete the hot sauce paradigm to assess aggressive behavior after a 0, 5, or 10 min delay. First, results indicated that aggressive feelings, aggressive thoughts, aggressive behavior, and heart rate initially increased after violent video game play. Second, results of the delay condition revealed that the increase in aggressive feelings and aggressive thoughts lasted less than 4 min, whereas heart rate and aggressive behavior lasted 4–9 min. Aggr. Behav. 35:225–236, 2009. © 2009 Wiley‐Liss, Inc. 相似文献
126.
音乐表演影像材料的情绪诱发功能有音乐和影像的共同优势,但目前缺乏以音乐表演为内容的情绪音乐影像库。试图建立可供相关研究使用的情绪音乐影像系统。根据前期研究使用过的材料、相关研究结果及音乐专业人士的建议,收集分别表达愤怒、恐惧、悲伤和开心的音乐,包括歌剧、交响乐、民乐等,剪辑为30秒左右的片段,非音乐专业被试对材料的情绪类型和强度进行评定,最终筛选出能有效诱发目标情绪的64条音乐影像材料。未来可在测量指标的客观性和审美性及被试和音乐材料的样本量两方面改进。 相似文献
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128.
Tustin RD 《Journal of applied behavior analysis》1994,27(4):597-606
The field of behavioral economics combines concepts from economics and operant conditioning to examine the influence of schedules or price on preference for reinforcers. Three case studies are reported in which behavioral economic analyses were used to assess relative preference for reinforcers shown by people with intellectual disabilities when schedule requirements varied. The studies examined (a) preference for different reinforcers, (b) substitutability of reinforcers, and (c) changes in preference as a function of schedule requirements. 相似文献
129.
Contrast and reallocation of extraneous reinforcers between multiple-schedule components 总被引:2,自引:1,他引:1
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McLean AP 《Journal of the experimental analysis of behavior》1992,58(3):497-511
Four pigeons responded in components of multiple schedules in which two responses were available and reinforced with food. Pecks on the left key (“main” key) were reinforced at a constant rate in one component and at a rate that varied over conditions in the other component. When reinforcer rate was varied, behavioral contrast occurred in the constant component. On the right key (“extra” key), five variable-interval schedules and one variable-ratio schedule, presented conjointly, arranged reinforcers for responses in all conditions. These conjoint schedules were common to both multiple-schedule components—rather than unique to particular components—and reinforcers from these schedules could therefore be arranged in one component and obtained during the other component. In this way, the additional reinforcers were analogous to the “extraneous” reinforcers thought to maintain behavior other than pecking in conventional multiple schedules. Response rate on the extra key did not change systematically over conditions in the constant component, and in the varied component extra responding was inversely related to main-key reinforcement. All subjects obtained more extra-key reinforcers in whichever component arranged fewer main-key reinforcers. Consistent with the theory that reallocation of extraneous reinforcers may cause behavioral contrast, absolute reinforcer rate for the extra key in the constant component was low in conditions that produced positive contrast on the main key and high in those that produced negative contrast. Also consistent with this theory, behavioral contrast was reduced in two conditions that canceled extra-key reinforcers that had been arranged but not obtained at the end of components. Thus, a constraint on reallocation markedly reduced the extent of contrast. 相似文献
130.
Julie A. Williams Robert L. Koegel Andrew L. Egel 《Journal of applied behavior analysis》1981,14(1):53-60
In order to affect more rapid response acquisition for autistic children, researchers have recently begun to investigate the functional relationships of reinforcers to other components of the operant conditioning paradigm. Previous research suggested that functional relationships between target behaviors and reinforcers might be especially effective. For example, locating a reward inside a container might be a more efficient way to teach a child to open the container than by handing the child a reward for opening an empty container. The present experiment assessed, within a multiple baseline design, the possibility of improving autistic children's learning by changing arbitrary response-reinforcer relationships (while holding target behaviors and reinforcers constant) so that the target behaviors became functional (i.e., a direct part of the response chain required for the child to procure the reinforcer). The results showed that: (1) arranging functional response-reinforcer relationships produced immediate improvement in the children's learning, and resulted in rapid acquisition of criterion level responding; and (2) high levels of correct responding initially produced by functional response-reinforcer relationships were continued even when previously ineffective arbitrary response-reinforcer conditions were reinstated. The results are discussed in terms of understanding and improving autistic children's learning. 相似文献