Amobarbital vs saline extinction following different magnitudes of consistent reinforcement

1971 ◽  
Vol 23 (3) ◽  
pp. 215-217 ◽  
Author(s):  
E. J. Capaldi ◽  
Daniel L. Sparling
Keyword(s):  
Consistent Reinforcement

Extinction as a function of the order of partial and consistent reinforcement.

1965 ◽  
Vol 69 (1) ◽  
pp. 56-59 ◽  
Author(s):  
N. S. Sutherland ◽  
N. J. Mackintosh ◽  
J. B. Wolfe
Keyword(s):  
Consistent Reinforcement

Extinction Performance as a Function of N-R Transitions and Intertrial Reinforcement with Extended Partial Reinforcement Training

1968 ◽  
Vol 22 (3) ◽  
pp. 765-771 ◽  
Author(s):  
James E. Spivey ◽  
David T. Hess ◽  
James Klemic
Keyword(s):  
Partial Reinforcement ◽  
The Other ◽  
Albino Rats ◽  
Extinction Performance ◽  
Extended Training ◽  
Consistent Reinforcement ◽  
Intertrial Reinforcement ◽  
Partial Reinforcement Training

3 groups of albino rats were given 96 acquisition trials in a runway. One group (C) was given consistent reinforcement, while the other 2 groups (PN, PR) received the same partial reinforcement pattern, RRNNRRNN, on each day. Following Trial 4 for Group PN and Trial 5 for Groups PR and C., Ss were given intertrial reinforcement. In extinction the groups were ordered PR, PN, C, with Group PR being most resistant to extinction. Taken in conjunction with the results of studies involving abbreviated training, the findings were interpreted as supporting the view that the same variables or processes influence extinction performance following both abbreviated and extended training. The results were further interpreted as supporting the modified aftereffects hypothesis.

Partisan Orientations over the Long Haul: Results from the Three-Wave Political Socialization Panel Study

1984 ◽  
Vol 78 (4) ◽  
pp. 1000-1018 ◽  
Author(s):  
M. Kent Jennings ◽  
Gregory B. Markus
Keyword(s):  
Voting Behavior ◽  
Panel Study ◽  
Individual Level ◽  
Consistent Reinforcement ◽  
Generational Effects ◽  
School Senior ◽  
The Stability ◽  
The Individual ◽  
Voting Choice ◽  
The Relationship

The present study examines the dynamics of partisanship and voting behavior by utilizing national survey panel data gathered in 1965, 1973, and 1982 from two strategically situated generations—members of the high school senior class of 1965 and their parents. At the aggregate level, generational effects appeared in the persistently weaker partisan attachments of the younger generation. At the individual level, strong effects based on experience and habituation appeared in the remarkable gains occurring in the stability of partisan and other orientations among the young as they aged from their mid-20s to their mid-30s. Dynamic modeling of the relationship between partisanship and voting choice demonstrated that the younger voters had stabilized at an overall weaker level of partisanship, leading to more volatile voting behavior which, in turn, failed to provide the consistent reinforcement needed to intensify preexisting partisan leanings.

Extinction of a Runway Response following Runway or Goal Box Partial Reinforcement

1967 ◽  
Vol 19 (2) ◽  
pp. 162-165 ◽  
Author(s):  
R. Wilton
Keyword(s):  
Reinforcement Schedule ◽  
Straight Runway ◽  
Partial Reinforcement ◽  
Full Length ◽  
Frustration Theory ◽  
Partial Reinforcement Extinction Effect ◽  
Consistent Reinforcement

Rats were trained on a consistent reinforcement schedule in a straight runway. They were then switched to one of two partial reinforcement procedures. One group continued to run the full length of the runway, another was placed directly in the goal box. When extinguished in the full length of the runway both groups were more resistant to extinction than groups trained only on consistent reinforcement. An attempt was made to delineate the conditions for a demonstration of the partial reinforcement extinction effect. The results were discussed in relation to frustration theory.

UP-C Session 5: Look at My Thoughts

2017 ◽  
pp. 259-274
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Cognitive Flexibility ◽  
Parenting Behavior ◽  
Mind Reading ◽  
Jumping To Conclusions ◽  
Consistent Reinforcement ◽  
Ambiguous Situation ◽  
Flexible Thinking ◽  
Emotional Parenting

Chapter 15 introduces the idea of flexible thinking. This session teaches children to recognize that their initial negative or threatening interpretation of an ambiguous situation may not be realistic or accurate. The parent session introduces the concept of cognitive flexibility, emphasizing that their child’s first interpretation of a situation may not be the most realistic or accurate. Parents learn about the four thinking traps covered in the child component of the session (jumping to conclusions, mind reading, thinking the worst, and ignoring the positive) so that they can help their children identify thinking distortions. This session also covers an additional emotional parenting behavior (inconsistency) and its opposite parenting behavior (consistent reinforcement and discipline).

The operational analysis of psychological terms

1984 ◽  
Vol 7 (4) ◽  
pp. 547-553 ◽  
Author(s):  
B. F. Skinner
Keyword(s):  
Differential Reinforcement ◽  
Private Events ◽  
Verbal Reports ◽  
Verbal Responses ◽  
The Public ◽  
Operational Analysis ◽  
Functional Relations ◽  
Consistent Reinforcement ◽  
Verbal Communities ◽  
Verbal Community

AbstractThe major contributions of operationism have been negative, largely because operationists failed to distinguish logical theories of reference from empirical accounts of language. Behaviorism never finished an adequate formulation of verbal reports and therefore could not convincingly embrace subjective terms. But verbal responses to private stimuli can arise as social products through the contingencies of reinforcement arranged by verbal communities.In analyzing traditional psychological terms, we need to know their stimulus conditions (“finding the referent”), and why each response is controlled by that condition. Consistent reinforcement of verbal responses in the presence of stimuli presupposes stimuli acting upon both the speaker and the reinforcing community, but subjective terms, which apparently are responses to private stimuli, lack this characteristic. Private stimuli are physical, but we cannot account for these verbal responses by pointing to controlling stimuli, and we have not shown how verbal communities can establish and maintain the necessary consistency of reinforcement contingencies.Verbal responses to private stimuli may be maintained through appropriate reinforcement based on public accompaniments, or through reinforcements accorded responses made to public stimuli, with private cases then occurring by generalization. These contingencies help us understand why private terms have never formed a stable and uniform vocabulary: It is impossible to establish rigorous vocabularies of private stimuli for public use, because differential reinforcement cannot be made contingent upon the property of privacy. The language of private events is anchored in the public practices of the verbal community, which make individuals aware only by differentially reinforcing their verbal responses with respect to their own bodies. The treatment of verbal behavior in terms of such functional relations between verbal responses and stimuli provides a radical behaviorist alternative to the operationism of methodological behaviorists.

Partial Reinforcement and Breadth of Learning

1966 ◽  
Vol 18 (4) ◽  
pp. 289-301 ◽  
Author(s):  
N. S. Sutherland
Keyword(s):  
Discrimination Learning ◽  
Negative Correlation ◽  
Correct Response ◽  
Process Model ◽  
Partial Reinforcement ◽  
The Other ◽  
Original Training ◽  
Consistent Reinforcement

Two experiments on partial reinforcement were undertaken to test predictions made by a two process model of discrimination learning. In the first experiment rats were trained on a discrimination involving two relevant cues: one group (C) was trained on a 100: o schedule, the other (P) on a 50:0 schedule. Both groups were then given transfer tests with the two cues presented individually; finally all animals were extinguished on the original training stimuli and on the single cue stimuli. During extinction there was a negative correlation between the number of correct responses made by individual subjects of Group C to each single cue; whereas the correlation was positive for subjects of Group P. The second experiment employed basically the same design, but subjects were trained with seven relevant cues. The results of transfer tests showed that subjects of Group P learned to attach the correct response to many more cues than subjects of Group C. This suggests that the breadth of learning is greater under partial than under consistent reinforcement. The results were predicted by the model of discrimination learning under test.

scholarly journals Management Control Systems and Innovation: a levers of control analysis in an innovative company

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rúben Silva Barros ◽  
Ana Maria Dias Simões da Costa Ferreira
Keyword(s):  
Control Systems ◽  
Single Case ◽  
Management Control ◽  
Management Control Systems ◽  
Control Analysis ◽  
Content Type ◽  
Consistent Reinforcement ◽  
Innovative Company ◽  
Levers Of Control

Purpose Building on the growing body of research that has addressed management control systems and innovation, the purpose of this study is to assess the extent and nature of the use of controls in an innovative setting and how they work together unveiling the relationships and tensions amongst the Simons’ levers. Design/methodology/approach This study resorts to an in-depth and single case study in a company that has both a strong orientation to innovation and stable control practices in place. Evidence was collected from 32 interviews, visits to the company and internal documentation. Findings At the case company, it was possible to find the presence of controls according to all the levers of control. Likewise, joint effects of controls used according to interactive and beliefs approaches and diagnostic and boundary controls showed a consistent reinforcement that push the organization in a single direction. Signs of some countervailing reinforcement between these pairs were also detected, creating tensions. This in general shows that innovation can be weighed against the necessity of goal achievement taking place within fields in which the company can exploit the effort developed. Originality/value This study documents the collective use of controls in a context in which innovation is needed and how the combination of the levers of control with their inner workings and tensions allow the company to have a corporate environment of innovation that is friendly.

scholarly journals Core concepts in physiology: teaching homeostasis through pattern recognition

2021 ◽  
Vol 45 (4) ◽  
pp. 812-828
Author(s):  
Michael Chirillo ◽  
Dee U. Silverthorn ◽  
Predrag Vujovic
Keyword(s):  
Student Performance ◽  
System Integration ◽  
Organ System ◽  
Basic Principles ◽  
Biology Students ◽  
Consistent Reinforcement ◽  
Core Concepts ◽  
Systems Physiology ◽  
Approach To Teaching ◽  
The University

Homeostasis is a core concept in systems physiology that future clinicians and biomedical professionals will apply in their careers. Despite this, many students struggle to transfer the principles governing homeostasis to concrete examples. Precourse assessments conducted on 72 undergraduate biology students enrolled in an introductory systems physiology course at the University of Belgrade during the February–May semester of 2021 revealed that students had a vague, fragmentary understanding of homeostasis and its related concepts that was often conflated with topics touched on during their previous coursework. We formalized and implemented an approach to teaching homeostasis that focused heavily on consistent reinforcement of physiological reflex patterns throughout the course. To that end, we employed a variety of activities aimed at getting students to view organ system integration holistically. After the semester, postcourse assessment demonstrated that students were better able to provide concrete examples of organ system contributions to homeostasis and were more adept at applying basic principles to novel physiological scenarios. Comparison of final grades with previous semesters revealed that students outperformed their peers who had taken the course previously. In this article, we summarize the findings of pre- and postcourse assessments, describe the general approach we took to teaching homeostasis as well as the specific techniques used in the classroom, and compare student performance with previous semesters.

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