scholarly journals Resistance to extinction as a function of amount of pretraining in a free-operant situation

1968 ◽  
Vol 12 (7) ◽  
pp. 323-324 ◽  
Author(s):  
Kenneth Traupmann ◽  
John J. Porter
Keyword(s):  
Resistance To Extinction ◽  
Free Operant ◽  
Free Operant Situation

Overtraining Extinction Effect Using a Free-Operant Procedure

1972 ◽  
Vol 31 (2) ◽  
pp. 539-544 ◽  
Author(s):  
Tom N. Tombaugh ◽  
Pierre St. Jean
Keyword(s):  
Reinforcement Schedule ◽  
Continuous Reinforcement Schedule ◽  
Continuous Reinforcement ◽  
Resistance To Extinction ◽  
Extended Training ◽  
Free Operant ◽  
Time Required ◽  
Increasing Function ◽  
Operant Procedure ◽  
Free Operant Situation

The effects of five levels of training (210, 490, 1470, 2450, 3430 reinforced responses) on extinction performance were investigated. A free-operant bar-press paradigm was employed. A continuous reinforcement schedule was used with .12 ml. of 64% sucrose. Number of bar-presses and duration of time to reach a 1-min. non-response criterion showed that resistance to extinction was an increasing function of the number of reinforcements during training. However, the amount of time required to reach a 5-min. criterion showed the opposite relationship. It was concluded that different criteria reflected different patterns of extinction behavior and that the overtraining extinction effect (decreased resistance to extinction following extended training) could be demonstrated in a free-operant situation if the appropriate criteria were selected.

scholarly journals A multivariate study of competition in a free-operant situation

1971 ◽  
Vol 23 (3) ◽  
pp. 251-252 ◽  
Author(s):  
Robert S. Ruskin ◽  
Charles D. Corman
Keyword(s):  
Multivariate Study ◽  
Free Operant ◽  
Free Operant Situation

Shaping and Increasing Verbalizations in an Autistic Child in Response to Visual-Color Stimulation

1968 ◽  
Vol 27 (3_suppl) ◽  
pp. 1071-1074 ◽  
Author(s):  
Kenneth R. Fineman
Keyword(s):  
Autistic Child ◽  
Base Rate ◽  
Response Contingency ◽  
Free Operant ◽  
Visual Color ◽  
The Difference ◽  
Free Operant Situation ◽  
Prompt Response

It was hypothesized that systematic visual-color consequences contingent upon verbalizations would be effective in augmenting the rate of sounds as well as shaping specific words and word approximations, in a six-yr.-old autistic child. It was found that verbalizations were augmented over a base rate in a free operant situation. However, in a prompt-response contingency food was significantly more powerful in shaping specific sounds. Reasons for the difference were discussed.

Effects of Different Volumes of Reward in a Free-Operant Procedure

1974 ◽  
Vol 34 (3) ◽  
pp. 879-882 ◽  
Author(s):  
T. N. Tombaugh
Keyword(s):  
Sucrose Concentration ◽  
Discrete Trial ◽  
Acquisition Performance ◽  
Resistance To Extinction ◽  
Free Operant ◽  
Operant Procedure

Three different volumes (.01, .4 and .7 ml.) of a 32% sucrose concentration were employed in a free-operant bar-press study. In acquisition performance was a decreasing function of volume while in extinction greater persistence of performance was obtained for the .4 and .7 groups than for the .01 group. The extinction results were contrasted with those obtained in discrete-trial experiments which had employed a comparable range of volumes and number of reinforcements but which reported that large volumes tended to decrease rather than increase resistance to extinction.

Effects of Overtraining on Reversal and Nonreversal Discrimination Shifts in a Free Operant Situation

1964 ◽  
Vol 19 (3) ◽  
pp. 927-934 ◽  
Author(s):  
Charles N. Uhl
Keyword(s):  
Irrelevant Stimulus ◽  
Stimulus Dimension ◽  
Single Stimulus ◽  
Reversal Shift ◽  
Nonreversal Shift ◽  
Acquisition Criterion ◽  
Free Operant ◽  
Theoretical Issues ◽  
Free Operant Situation

Rats were trained on a single-stimulus, successive discrimination in a free operant situation. An irrelevant stimulus dimension was present at ail times. Following attainment of the acquisition criterion, Ss were shifted immediately or given 4 or 8 days of overtraining before being shifted. Half of Ss were given a reversal shift and half a nonreversal shift. Overtraining did not affect reversal or nonreversal learning. These results were contrasted with those of Mackintosh (1962). Various theoretical issues were discussed in light of the present findings. It was tentatively concluded that the overtraining effect depends upon the role of observing behavior in the formation and overtraining of a discrimination.

A Method for the Study of Competition in a Free-Operant Situation

1972 ◽  
Vol 81 (2) ◽  
pp. 315-319 ◽  
Author(s):  
Robert S. Ruskin ◽  
Charles D. Corman
Keyword(s):  
Free Operant ◽  
Free Operant Situation

Detection of Noncontingency in a Free-Operant Situation

1985 ◽  
Vol 11 (3) ◽  
pp. 231-245
Author(s):  
Victor A. Benassi ◽  
Russell L. Knoth ◽  
Heike I. M. Mahler
Keyword(s):  
Free Operant ◽  
Free Operant Situation

Overtraining Effects on Reversal and Nonreversal Discrimination Shifts with a Continuously Reinforced Free Operant

1967 ◽  
Vol 24 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Charles N. Uhl ◽  
B. Kent Parker ◽  
Philip B. Wooton
Keyword(s):  
Discrimination Learning ◽  
Irrelevant Stimulus ◽  
Stimulus Dimension ◽  
Single Stimulus ◽  
Reversal Shift ◽  
Nonreversal Shift ◽  
Continuous Reinforcement ◽  
Free Operant ◽  
Discrimination Criterion ◽  
Free Operant Situation

Rats were trained on a single-stimulus, successive discrimination in a free operant situation with continuous reinforcement of responding to S+. Ss were given 0, 4, or 8 days of overtraining (OT) after reaching the discrimination criterion. Half of the Ss were given a reversal shift (RS) and half a nonreversal shift (NRS). An irrelevant stimulus dimension was present at all times in Exp. 1, and it was absent in Exp. 2. OT did not affect RS or NRS learning in either experiment. NRS learning was faster than RS learning. These results were contrasted with other studies which have reported that OT facilitated RS learning and impeded NRS learning. Certain theoretical interpretations of discrimination learning, particularly Sutherland's treatment of centrally mediated attentional mechanisms, were critically discussed in light of the present findings.

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