Nodality effects during equivalence class formation: An extension to sight-word reading and concept development

Three students with moderate disabilities were taught to read and match-to-sample sight words comprising stimulus sets based upon the four food groups. We taught students conditional discriminations within four four-member sets using a single-sample/four-comparison procedure. Students were taught A-B, B-C, and C-D conditional discriminations for each of the four potential stimulus classes. Subsequent probes tested for relations based upon symmetry and one-node and two-node transitivity. The performances for all students indicated that symmetric relations emerged before one-node transitive relations, and that one-node transitive relations emerged before two-node transitive relations. These results are consistent with a pattern of responding, referred to as a "nodality effect," in which relations with fewer nodes are demonstrated prior to the demonstration of relations with a greater number of nodes. These results extend this area of research to sight-word reading for students with moderate disabilities.     

Interactions in multiple schedules: negative induction with squirrel monkeys

In Experiment I, lever pressing by squirrel monkeys was maintained under a sequence of variable-interval, multiple variable-interval variable-interval, and multiple variable-interval extinction schedules of food presentation. Negative induction (decreased responding in the unchanged component) occurred when one component of the multiple variable-interval variable-interval schedule was changed to extinction. Negative induction was transient over sessions; responding in the unchanged component usually recovered to a rate similar to that under the multiple variable-interval variable-interval schedule. Negative induction was not accompanied by consistent changes in the patterns of local responding within the unchanged component, and did not depend on whether component schedules were associated with localized (lever lights) or diffuse visual stimuli (houselights), or on whether the unchanged component was a 60- or 180-sec variable-interval schedule. In Experiment II, responding was maintained under a sequence of variable-interval and multiple variable-interval timeout schedules of food presentation. Negative induction occurred when responding declined gradually in the timeout component but not when responding declined abruptly. The nature of interactions in multiple schedules may depend on the species; negative induction was observed with squirrel monkeys under conditions similar to those that produce positive contrast with pigeons.     

Positive contrast, negative induction, and inhibitory stimulus control in the rat

In Experiment I, 24 rats were trained on a multiple variable-interval variable-interval schedule with a doorlight and white noise serving as component cues. Two groups were then shifted to a multiple extinction variable-interval schedule, and a third group was maintained on the multiple variable-interval variable-interval schedule. The multiple extinction variable-interval condition produced positive contrast when either the light or noise signalled extinction, and both of these cues acquired inhibitory stimulus control as measured by a combined cue test. In Experiment II, the multiple variable-interval variable-interval condition was shifted to multiple extinction variable-interval for one group, to multiple variable-time variable-interval for a second group, and was unchanged for the third group. The two experimental conditions produced identical patterns of response-rate reduction in the altered component, but the multiple extinction variable-interval condition produced positive contrast, whereas the multiple variable-time variable-interval condition did not. Subsequent combined cue and resistance to reinforcement tests revealed that the cue signalling extinction acquired stronger inhibitory stimulus control than the cue signalling variable time.     

Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity

In this study with within-subject design, the “be-creative effect” was investigated using three instructions in figural divergent-thinking tasks: Besides a be-fluent instruction, a be-creative instruction, and a be-creative instruction combined with strategies were applied. In addition, reasoning ability as part of fluid intelligence, self-reported creative ideation, current motivation after reading the instructions, and task-related interest were assessed. Multilevel analysis applying random-intercept-constant-slope models found significant main effects of the instructions on creative performance and fluency. Both be-creative instructions yielded a rise in creative performance in divergent thinking tasks with additional improvement due to supporting strategies. The be-fluent instruction enhanced the quantity of ideas but decreased creative performance. Task-related interest turned out to be a better predictor of creative performance than the self-estimated expected interest prior to working on the task. Moreover, the relationship of creative performance and reasoning ability was moderated by instruction, with no relationship with a be-fluent instruction and small to moderate positive effects with both instructions emphasizing creative ideas.     

What do you think I think you think?: Strategic reasoning in matrix games

In reasoning about strategic interpersonal situations, such as in playing games, an individual's representation of the situation often includes not only information about the goals and rules of the game, but also a mental model of other minds. Often such mental models involve a hierarchy of reflexive reasoning commonly employed in social situations ("What do you think I think you think..."), and may be related to the developmental notion of 'theory of mind'. In two experiments, the authors formally investigate such interpersonal recursive reasoning in college-age adults within the context of matrix games. Participants are asked to predict the moves of another player (experimenter's confederate) in a two-choice, sequential-move game that may terminate at various stages with different payoffs for each player. Participants are also asked to decide optimally on their own moves based on the prediction made. Errors concerning the prediction, or translation of those predictions into decisions about one's action, were recorded. Results demonstrate the existence of a "default" mental model about the other player in the game context that is dynamically modified as new evidence is accumulated. Predictions about this other player's behavior are, in general, used consistently in decision-making, though the opponent tends to be modeled, by default, to behave in a myopic fashion not anticipating the participant's own action.     

Likelihood inference on the underlying structure of IRT models

The assumptions underlying item response theory (IRT) models may be expressed as a set of equality and inequality constraints on the parameters of a latent class model. It is well known that the same assumptions imply that the parameters of the manifest distribution have to satisfy a more complicated set of inequality constraints which, however, are necessary but not sufficient. In this paper, we describe how the theory for likelihood-based inference under equality and inequality constraints may be used to test the underlying assumptions of IRT models. It turns out that the analysis based directly on the latent structure is simpler and more flexible. In particular, we indicate how several interesting extensions of the Rasch model may be obtained by partial relaxation of the basic constraints. An application to a data set provided by Educational Testing Service is used to illustrate the approach.We thank Dr. Gorman and Dr. Rogers of the Educational Testing Service for providing the data analyzed in Section 4. We also thank three reviewers for comments and suggestions.This revised article was published online in August 2005 with the PDF paginated correctly.     

Women's exposure to thin-and-beautiful media images: body image effects of media-ideal internalization and impact-reduction interventions

Exposure to media images of thin-and-beautiful women negatively affects the body image and mood states of young women. However, not all women are equally susceptible to these effects. The present experimental investigation with 123 young college women evaluated the moderating effects of the extent of internalization of media ideals. It also examined the preventative impact of two brief interventions (i.e., media literacy information with and without a dissonance-induction procedure). Results indicated that relative to a control group, the exposure to thin-and-beautiful media images adversely influenced the state body image of participants with high internalization levels. Media-literacy psychoeducation prior to the media exposure prevented this adverse effect. Adding a pre-exposure dissonance-induction procedure did not significantly enhance the preventative effects relative to psychoeducation alone. These results and their implications for the treatment and prevention of body image disturbances are discussed in the context of the empirical literature on the media's effects on body image.     

The influence of hierarchy on probability judgment

Consider the task of predicting which soccer team will win the next World Cup. The bookmakers may judge Brazil to be the team most likely to win, but also judge it most likely that a European rather than a Latin American team will win. This is an example of a non-aligned hierarchy structure: the most probable event at the subordinate level (Brazil wins) appears to be inconsistent with the most probable event at the superordinate level (a European team wins). In this paper we exploit such structures to investigate how people make predictions based on uncertain hierarchical knowledge. We distinguish between aligned and non-aligned environments, and conjecture that people assume alignment. Participants were exposed to a non-aligned training set in which the most probable superordinate category predicted one outcome, whereas the most probable subordinate category predicted a different outcome. In the test phase participants allowed their initial probability judgments about category membership to shift their final ratings of the probability of the outcome, even though all judgments were made on the basis of the same statistical data. In effect people were primed to focus on the most likely path in an inference tree, and neglect alternative paths. These results highlight the importance of the level at which statistical data are represented, and suggest that when faced with hierarchical inference problems people adopt a simplifying heuristic that assumes alignment.     

Rethinking reinforcement: allocation, induction, and contingency

The concept of reinforcement is at least incomplete and almost certainly incorrect. An alternative way of organizing our understanding of behavior may be built around three concepts: allocation, induction, and correlation. Allocation is the measure of behavior and captures the centrality of choice: All behavior entails choice and consists of choice. Allocation changes as a result of induction and correlation. The term induction covers phenomena such as adjunctive, interim, and terminal behavior-behavior induced in a situation by occurrence of food or another Phylogenetically Important Event (PIE) in that situation. Induction resembles stimulus control in that no one-to-one relation exists between induced behavior and the inducing event. If one allowed that some stimulus control were the result of phylogeny, then induction and stimulus control would be identical, and a PIE would resemble a discriminative stimulus. Much evidence supports the idea that a PIE induces all PIE-related activities. Research also supports the idea that stimuli correlated with PIEs become PIE-related conditional inducers. Contingencies create correlations between "operant" activity (e.g., lever pressing) and PIEs (e.g., food). Once an activity has become PIE-related, the PIE induces it along with other PIE-related activities. Contingencies also constrain possible performances. These constraints specify feedback functions, which explain phenomena such as the higher response rates on ratio schedules in comparison with interval schedules. Allocations that include a lot of operant activity are "selected" only in the sense that they generate more frequent occurrence of the PIE within the constraints of the situation; contingency and induction do the "selecting."