Conjugate reinforcement: a brief review and suggestions for applications to the assessment of automatically reinforced behavior

2008 ◽  
Vol 23 (2) ◽  
pp. 113-136 ◽  
Author(s):  
John T. Rapp
Keyword(s):  
Conjugate Reinforcement

Direct Measurement of the Listening of Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira
Keyword(s):  
Direct Measurement ◽  
Continuous Measurement ◽  
Hearing Impaired ◽  
Reinforcement System ◽  
School Aged Children ◽  
Conjugate Reinforcement ◽  
Impaired Children ◽  
Hearing Impaired Children

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.

scholarly journals The mobile conjugate reinforcement paradigm in a lab setting

2017 ◽  
Vol 59 (5) ◽  
pp. 668-672 ◽  
Author(s):  
Emily C. Merz ◽  
Laraine McDonough ◽  
Yong Lin Huang ◽  
Sophie Foss ◽  
Elizabeth Werner ◽  
...  
Keyword(s):  
Conjugate Reinforcement ◽  
Mobile Conjugate Reinforcement

scholarly journals Motor Contingency Learning and Infants with Spina Bifida

2013 ◽  
Vol 19 (2) ◽  
pp. 206-215 ◽  
Author(s):  
Heather B. Taylor ◽  
Marcia A. Barnes ◽  
Susan H. Landry ◽  
Paul Swank ◽  
Jack M. Fletcher ◽  
...  
Keyword(s):  
Spina Bifida ◽  
Sensory Feedback ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Contingency Learning ◽  
Motor Responses ◽  
Arm Reaching ◽  
Conjugate Reinforcement ◽  
Sensory Motor

AbstractInfants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n= 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingency with increased arm-waving from baseline to acquisition, 15% to 29% fewer infants with SB than TD were found to learn the contingency depending on the criterion used to determine contingency learning. In addition, infants with SB who had learned the contingency had more difficulty retaining the contingency over time when sensory feedback was absent. The findings suggest that infants with SB do not learn motor contingencies as easily or at the same rate as TD infants, and are more likely to decrease motor responses when sensory feedback is absent. Results are discussed with reference to research on contingency learning in infants with and without neurodevelopmental disorders, and with reference to motor learning in school-age children with SB. (JINS, 2013,19, 1–10)

scholarly journals Conjugate reinforcement of operant responding in infants

1966 ◽  
Vol 4 (1) ◽  
pp. 67-68 ◽  
Author(s):  
Lewis P. Lipsitt ◽  
Linda Johnson Pederson ◽  
Clement A. Delucia
Keyword(s):  
Operant Responding ◽  
Conjugate Reinforcement

scholarly journals The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

2004 ◽  
Vol 84 (9) ◽  
pp. 808-821 ◽  
Author(s):  
Jill C Heathcock ◽  
Anjana N Bhat ◽  
Michele A Lobo ◽  
James (Cole) Galloway
Keyword(s):  
Associative Learning ◽  
Learning And Memory ◽  
Assessment Tool ◽  
Comparison Group ◽  
Full Term ◽  
Early Assessment ◽  
Conjugate Reinforcement ◽  
Preterm Group ◽  
Mobile Conjugate Reinforcement

Abstract Background and Purpose. By 3 to 4 months of age, infants born full-term and without known disease display associative learning and memory abilities in the mobile paradigm, where an infant's leg is tethered to a mobile such that leg kicks result in proportional mobile movement. The first purpose of this study was to examine the learning and memory abilities of a group of infants born full-term compared with those of a comparison group. Little is known about the learning and memory abilities in infants born preterm, a group at known risk for future impairments in learning and movement. The second purpose of this study was to determine if and when an age-adjusted group of infants born prematurely display associative learning and memory abilities over a 6-week period. Subjects. Ten infants born full-term (38–42 weeks gestational age [GA]) and 10 infants born preterm (<33 weeks GA and <2,500 g) who were tethered and had control over the mobile movement were independently compared with a comparison group of 10 infants born full-term who were tethered and viewed a moving mobile but did not have control over the mobile movement. Infants in all 3 groups were seen at 3 to 4 months of age and were excluded from participation for any known visual or orthopedic diagnoses. Methods. Infants were tested using the mobile conjugate reinforcement paradigm, where one leg is tethered to an overhead mobile such that kicking with that leg results in proportional mobile movement. The kicking rates of the full-term group and the preterm group were compared with their own initial (baseline) kicking rates and with those of the comparison group. Results. After exposure to the conjugate relationship between kicking and mobile movement, the full-term group kicked more frequently compared with their own baseline levels and compared with the comparison group, fulfilling both criteria for learning and memory. In contrast, the preterm group did not increase their kicking rate according to both criteria. Discussion and Conclusion. These results suggest that infants born prematurely differ in their performance in the mobile paradigm as compared with age-matched infants born full-term. The mobile paradigm may provide clinicians with an important early assessment of infants' associative learning and memory abilities. Follow-up studies are needed, however, to further validate this paradigm as a clinical assessment tool.

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