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| #93 Poster Session – EAB |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 90. Brief Delays of Reinforcement and an Established Operant Discrimination |
| Area: EAB; Domain: Applied Research |
| MATTHEW E. ANDRZEJEWSKI (University of Wisconsin-Madison), Elizabeth N. DiFrancisco (Temple University), Uyen Hoang (Temple University), Ifeoma Morrison (Temple University), Philip J. Bersh (Temple University) |
| Abstract: In previous research, we found that brief delays of reinforcement retarded the development of stimulus control, and a delay as brief as 3s reliably reduced the final level of stimulus control. The current research was designed to determine whether a delay of 5s would reliably reduce stimulus control after it had been established with immediate reinforcement. After preliminary training, rats were exposed to mult FR1 extinction, with alternating fixed 1m periods of Sd and Sdelta. After the discrimination ratio (DR) had reached its final level, the schedule was changed to a mult tandem FR1 DRO 5s extinction. This resulted in considerable loss of stimulus control for most rats. However, several rats maintained a DR well above .50. Two additional groups (n=4) were exposed to mult RI 15s extinction, with either 1m or 5m alternating fixed components for the same number of sessions as the FR1 group. A delay of 5s was subsequently added and stimulus control assessed. Preliminary data indicate that the discrimination is better maintained in the RI15s groups, presumably because they often responded without reinforcement previously. |
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| 91. The Effects of Different Instructions on Learning and Transfer with Verbal Analogy Problems |
| Area: EAB; Domain: Applied Research |
| KARI SASADA (Teachers College, Columbia University), Stephanie J. Stolarz-Fantino (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: Eighty fourth-grade students solved verbal analogy problems in two different phases: a practice phase with feedback, followed by a test phase. There were three conditions in the practice phase: the instructed-rule condition (students were given a rule by which to solve all of the problems), the discovery condition (students were given the same set of analogies as in the rule-instructed condition, without being instructed to the rule), and the control condition (students were given problems that did not have a single rule for solving all the analogies). All students were then given a set of analogies in which one novel rule solved all of the problems (test phase). Results showed that students in the discovery group performed significantly better than students in the other two groups during the test phase, demonstrating superior transfer by the discovery group. |
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| 92. Progressive-Ratio Performance in Baboons Maintained by Tang or Intravenous Drug Reinforcement |
| Area: EAB; Domain: Applied Research |
| BARBARA J. KAMINSKI (Johns Hopkins University School of Medicine), Nancy A. Ator (Johns Hopkins University School of Medicine) |
| Abstract: In the progressive-ratio (PR) schedule, the response requirement is systematically increased until the requirement is not completed within a specified period of time (the breaking-point criterion). The value of the ratio at which this criterion is met is called the “breaking point” (BP). Experiment 1 investigated the effects of PR value (e.g., step size) and length of breaking-point criterion on PR performance in 4 baboons. Under the baseline schedule, drinks of Tang® were available 24-h/day for lever responding according to a fixed-ratio 5 schedule. PR values of 5 to 40 responses were investigated with two breaking-point criteria (6-h and 20-h). Higher mean BPs occurred with larger PR values but, across all PR values, higher mean BPs and more drinks occurred with the 20-h criterion. In Experiment 2, two benzodiazepine-naïve baboons responded to produce intravenous injections of triazolam, flunitrazepam, or vehicle. BPs were determined under a PR 5 schedule with a 20-h breaking-point criterion. When responding produced triazolam or flunitrazepam, BPs tended to increase with successive determinations until, when stable, there was a clear differentiation in BPs between drug and vehicle. |
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| 93. The Spatial Distribution of Behavior Under Non-Contingent Random-Time Schedules |
| Area: EAB; Domain: Applied Research |
| CARLOS TORRES (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Laura Correa Patiño (University of Guadalajara, Mexico) |
| Abstract: One study was conducted to evaluate the effects of response-independent water deliveries on the spatial distribution of behavior in rats. Two random time schedules were used for delivery water in two dispensers located at opposite ends of the chamber. The schedules provided complementary frequencies of water deliveries while the overall number of deliveries stayed constant across the experiment. Results were analyzed in terms of time spent in different locations and the numbers of entries to water dispensers and their adjacent areas. Data show that all rats stayed more time in adjacent and neutral areas than in water dispensers, and showed a preference for the adjacent area where initially water was delivered. Results are discussed in terms of different behavior functions. |
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| 94. Effects of a Non-Verbal Model in Kindergarten Children Categorization |
| Area: EAB; Domain: Applied Research |
| MARIA ANTONIA PADILLA VARGAS (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Rubio Sandra Ontiveros (University of Guadalajara, Mexico), Ivette Rosa Vargas (University of Guadalajara, Mexico) |
| Abstract: Twenty-four 4 year-old children participated in a study designed to assess the effects of exposure to a human model performing in accordance with various criteria on a non-verbal object-categorization task. The children were randomly assigned to one of three groups: 1) observation of the model’s performance, 2) observation of the results of the model’s performance and 3) a control group where the participants did not have any contact with the model. The task consisted of making a non-verbal object categorization according to a criterion based on the material of which the objects were made (e.g. plastic, wood, metal, and mixed objects). The design comprised a pretest and two observation sessions; after each session a transfer test and a post-test were presented. The children performed well during training but failed in the post-test. The results suggest that category boundaries cannot be learned merely by observing the performance of a human model. |
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| 95. Timeouts Following Incorrect Responses Enhances Visual Discrimination in Children |
| Area: EAB; Domain: Applied Research |
| EUNICE G.S. GARDNER (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), Amanda Beal (University of Arkansas, Little Rock), Bruce Moore (University of Arkansas, Little Rock) |
| Abstract: Timeouts following incorrect responses are often used to enhance task acquisition; however, their use in humans has yielded inconsistent results. This study examined how magnitude of timeout duration following incorrect responses affected the ability of children to learn simple visual discriminations. Children, eight to twelve years of age, were randomly assigned to one of three groups differing in timeout duration, 0 s (n=15), 10 s (n=16), or 20 s (n=16). Children performed a simple learning task that required them to determine and remember the correct response (pushing a left or right button) for eight different color-shape combinations (each presented 24 times). The results indicated that children in the 20 s group learned the discriminations more rapidly than either of the other groups. Children in the 10 s group also learned the discriminations, but later in the session. The results demonstrate that timeouts following incorrect responses enhance learning in children. |
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| 96. The Effects of Self-Verbalizations and Reinforcement History on the Generalization of Say-Do Correspondence |
| Area: EAB; Domain: Applied Research |
| JOSELE ABREU-RODRIGUES (University of Brazil), Edhen Laura Lima (University of Brazil) |
| Abstract: The present research investigated the effects of reinforcement history and self-verbalizations upon generalization of say-do correspondence. Twenty-nine 3 to 5 year-old children were divided into four groups. For the 100% group, reinforcers were delivered contingent on correspondence; for the 50% group, half the reinforcers was contingent on correspondence and the other half was contingent on non-correspondence. For the 0% group, reinforcers were contingent on non-correspondence. The control group was not exposed to correspondence training. Each group then was divided into two subgroups: between the “say” and the “do” responses, one subgroup was asked to repeat the “say” response and the other to repeat a sequence of “random numbers”. A third 100% subgroup was not required to emit self-verbalizations. After correspondence training with one behavior, two different behaviors were tested for generalization. For the 100% groups, only participants exposed to repetition of the “say” response showed generalization of correspondence. The participants of 0% groups did not demonstrate evidence of generalization, especially those exposed to repetition of random numbers. Data from the 50% groups were unsystematic. These findings suggest that (a) generalization of correspondence is affected by reinforcement history. and (b) self-verbalizations related to the task can facilitate the generalization of correspondence. |
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| 97. Within-Session Changes in Responding with Bounded Deprivation Weights and Variable Days Between Sessions |
| Area: EAB; Domain: Applied Research |
| BENJAMIN P. KOWAL (Washington State University), Frances K. McSweeney (Washington State University), Eric S. Murphy (University of Alaska Anchorage), Roberta S. Varao (Washington State University), Travis M. Williams (Washington State University) |
| Abstract: Previous investigators have suggested that within-session changes may only occur when sessions are run daily and weight deprivation is not held constant. The present study asks if animals that are run only on days in which they are within 5 g of their targeted 85% deprivation weights exhibit within-session changes in responding. This study also allows us to investigate the effects of having 1, 2-4, or more than 4 days between sessions. Four experimentally experienced pigeons responded on a simple variable interval (VI) 15-s schedule of reinforcement during 60 min sessions. Average response rates for the group were similar even when subjects had not been run for several days. For 3 of 4 pigeons, responding usually decreased after the first 10-15 min. For one bird (pigeon #40) responding usually began to decrease after a full 40 min of responding. Pigeon 40 also had the greatest number of days in which the weight deprivation criteria was not met. An ANOVA applied to rates of responding revealed a significant effect of time, F (11,33) =5.07, p <.01. The present results suggest that animals held to a strict weight deprivation criterion exhibit within-session changes in responding even if they are not run daily. |
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| 98. Reinforcer Accumulation in a Token Reinforcement Context |
| Area: EAB; Domain: Applied Research |
| RACHELLE L. YANKELEVITZ (University of Florida), Christopher E. Bullock (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Four pigeons were exposed to a token reinforcement procedure with stimulus lights serving as tokens. Tokens were produced according to a ratio schedule on one key (token production key), and exchanged for food during an exchange period. Exchange periods could be produced by satisfying a ratio requirement on another key (exchange production key). The exchange production key was available any time after one token had been produced, permitting up to 12 tokens to accumulate prior to exchange. Token accumulation was measured in terms of both magnitude and frequency. When the token production ratio was held constant, and the exchange production ratio was increased from 1 to 250 (although not all birds experienced maximum values), higher exchange production ratios resulted in more accumulation. When the exchange production ratio was held constant, and the token production ratio was varied across values of 1, 2, 5, 10, and 25, lower token production ratios resulted in more accumulation. The removal of tokens from the token production phase resulted in a marked decrease in accumulation compared to conditions with the same exchange schedule. These data show that token accumulation is an orderly function of exchange-schedule variables, and are consistent with previous studies of reinforcer accumulation. |
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| 99. Effects of Competition on Matching in an Open Foraging Paradigm |
| Area: EAB; Domain: Applied Research |
| VALERI FARMER-DOUGAN (Illinois State University), Erin Lynch (Illinois State University), Akilah Morris (Illinois State University), John M. Martin (Illinois State University) |
| Abstract: The matching law and ideal free distribution theories predict that the ratio of time spent at two patches will equal the ratio of food resources obtained at the two patches. Many studies using an open field foraging paradigm have shown overall group matching. Interestingly, individual members of the group do not necessarily match. Rather, some match, others overmatch and still others undermatch, suggesting competition affects individual matching. Few investigations, however, have directly assessed the role of competition on matching. One approach may be to compare matching when the animal forages alone and then with a competitor. It can be predicted that pairing an animal with a higher status competitor will result in undermatching. The animal should show more frequent and/or longer visits to the poorer patch. Alternatively, if the animal is paired with a lower status individual, matching should remain either unchanged or produce overmatching. The present experiment examined matching in pairs of rats foraging at two patches for food resources. Animals were initially exposed to solitary foraging conditions, and then were introduced to a competitor. Data suggest that individual rats matched, and that competition disrupted the initial matching values. The effects of competition on matching are then discussed. |
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| 100. Matching to Sample with Horses |
| Area: EAB; Domain: Applied Research |
| AMY J. ATTIVISSIMO (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University), Erin Dougan (Normal Community West High School), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: Matching-to-sample has been well-investigated across a variety of species, including pigeons, primates and humans. However, little is known about the learning ability for larger animals such as horses. Further, little is known about how large hoofed animals such as horses see. There is little evidence that establishes whether these animals can discriminate between 2-dimensional and 3-dimensional stimuli. This is the focus of the present project. Five horses were exposed to matching-to-sample task using first three-dimensional and then 2-dimensional objects. The task was then combined, such that the animals were required to match a 2-dimensional object with a 3-dimensional object. The results are discussed in terms of the matching-to-sample literature and the depth-perception literature. |
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| 101. Variations in the Acoustic Startle Response as a Function of the Schedule of Reinforcement |
| Area: EAB; Domain: Applied Research |
| JOSEPH RICHARDSON (University of Wisconsin-Milwaukee), Alan Baron (University of Wisconsin-Milwaukee) |
| Abstract: The acoustic startle response has been used in the field of behavioral neuroscience to study what has been termed "fear-potentiated startle," that is, enhancement of the startle response in the presence of a pre-shock stimulus. The present experiment was a first step toward employing measures of startle to clarify emotional processes that may accompany operant conditioning. Following procedures described by Cassella and Davis (1986), we constructed an apparatus that measures the activity of rats through an accelerometer mounted below the floor of an operant chamber. This allowed measurement of the unique pattern of activity that is elicited by an intense auditory stimulus. Preliminary results have indicated that the startle response is enhanced when it is evoked prior to the opportunity to earn food. Ongoing research is examining the startle response with stimuli signifying non-reinforcement (i.e., timeout from food). Results thus far suggest that the startle response may be a sensitive indicant of emotional responses that accompany responses to reinforcement schedules. |
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| 102. The Role of Extended Observing and Choice-response Requirements in the Development of Generalized Identity Matching |
| Area: EAB; Domain: Applied Research |
| YUSUKE HAYASHI (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Wright (1997) suggested that programming extended sample observing-response requirements (e.g., FR20) in conditional discrimination trials led to performances that can be described as generalized identity matching. His procedure consisted of several unconventional features, however, including: horizontal display of stimuli and placement of pecking keys; and the presentation of food reinforcers on top of correct comparison stimuli which stayed on for 8 seconds. Under these conditions, Wright found that the pigeons’ accuracy on trials with novel stimuli was a direct, increasing function of observing response requirements. The current study was an attempt to systematically replicate Wright’s procedure and to isolate the variables responsible for the accurate performance observed. In Experiment 1, five pigeons learned three conditional relations in a standard Skinner box with an FR20 programmed on the sample key. Tests with novel stimuli showed chance levels of accuracy. A response-initiated FI 8-s schedule requirement was then added for selection of comparison stimuli. Under these conditions, three of the five birds showed much higher accuracy with novel stimuli. Experiment II replicated these procedures with four naïve birds. The data suggest that time spent in the presence of comparison stimuli may also be important in producing generalized identity matching performance. |
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| 103. Analysis of Behaviors During Instructional Situations with Different Modalities of Information Presentation |
| Area: EAB; Domain: Applied Research |
| MARY LUISA AVALOS LATORRE (University of Guadalajara, Mexico), Carlos Martinez Munquia (University of Guadalajara, Mexico), Sucel Moran (University of Guadalajara, Mexico), Maria Antonia Padilla Vargas (University of Guadalajara, Mexico), Julio Varela (University of Guadalajara, Mexico), Idania Zepeda (University of Guadalajara, Mexico) |
| Abstract: The use of tests, after an instructional period has been considered the best, and sometimes, the only form of evaluating learning results, leaving aside the analysis of the individual's activities during instruction. The present studies aim at analyzing students' activities during instruction. Two groups of forty students (from 9 to 11 years old, and from 18 to 21 years old) participated. Five experiments were designed, each with a pretest, a period of self-training and a post-test. Five subjects from each population were assigned to one of five experiments that varied the modality of information presentation. Each experiment implied one of the following linguistic modalities: reading; listening; observing; reading and observing; observing and listening. Three subject from each population (as control groups) were exposed to a different content in the self-training session. This session was videotaped and the subjects' behavior was analyzed in terms of the duration and frequency of necessary, incompatible, and complementary responses. The results are discussed in terms of the students' adjusting their behavior to the morphological and functional requirements of information presentation. |
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| 104. Do Shared S-minus Functions Among Stimuli Lead to Equivalence? |
| Area: EAB; Domain: Applied Research |
| SIVAN O. KASSIF-WEISS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The goal of this line of research was to shed light on the relation between functional and equivalent classes of stimuli. Specifically, we asked whether the sharing of stimulus functions in one context would produce equivalence-consistent responding in a conditional discrimination procedure without training. The subjects were 4 graduate and undergraduate students. In Phase 1, subjects learned six conditional relations: A1B1(X1), A1C1(Y1), A1D1(Z1), A2B2(X2), A2C2(Y2), and A2D2(Z2). The stimuli designated with B, C, and D served as positive- and the stimuli designated with X, Y, and Z served as negative- comparison stimuli, respectively. In Phase 2, the subjects were presented with probe trials that assessed whether the samples and positive comparison stimuli from Phase 1 (A1-B1-C1-D1, A2-B2-C2-D2) had become equivalent in the context of a conditional discrimination procedure. In Phase 3, the subjects were presented with probe trials that assessed whether the negative comparison stimuli from Phase 1 (X1-Y1-Z1 and X2-Y2-Z2) had become equivalent. The presentation of Phases 2 and 3 was counterbalanced across subjects. Two out of four subjects responded in ways that indicate equivalence class formation with the negative comparison stimuli. These data suggest that common stimulus functions may be sufficient to organize disparate stimuli into equivalence classes. |
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| 105. Effects of Vibration Intensity, Repetitions, and Force on Behavioral Persistence |
| Area: EAB; Domain: Applied Research |
| OLIVER WIRTH (CDC/NIOSH), Tammy Wade (CDC/NIOSH), Sherrilyn Robertson (CDC/NIOSH), Todd W. Knealing (CDC/NIOSH), William G. Lindsley (CDC/NIOSH) |
| Abstract: Effects of a vibration stimulus were studied on behavioral persistence using a schedule similar to progressive-ratio schedules. Four rats responded on a force-sensing, vibrating pull-bar assembly under a progressive-vibration schedule of reinforcement within sessions. Under this schedule, the intensity of vibration was increased by increments of 4.9 m/s2 after every reinforcer following the completion of a fixed-ratio until, eventually, responding ceased (i.e., breaking point) or the maximum intensity of vibration (147 m/s2) was reached. Different fixed-ratio values (10, 20, 40, and 80) and different peak-force requirements (0.1 N to 3.0 N) were studied on stable performances across conditions to assess their impact on patterns of responding both within and across sessions. Results show that breaking points were a function of ratio value and response force, but only at high ratio and peak-force requirements. Analyses of within-session patterns of run rates and postreinforcement pauses show that the rats were sensitive to the increasing intensity of vibration at high ratio and peak-force requirements. The present study extends the analysis of response persistence to conditions of gradually increasing vibration intensity and reveals some unique properties of vibrational stimuli. In addition, when adjustments in effort requirements are not desired, the present procedures may be an alternative to progressive-ratio schedules for assessing reinforcer efficacy. |
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| 106. Alcohol Consumption at University Parties: Who Needs a Designated Driver? |
| Area: EAB; Domain: Applied Research |
| KENDRA BROOKS (Virginia Polytechnic Institute & State University), Kristin Murphy (Virginia Polytechnic Institute & State University), Michele Burtner (Virginia Polytechnic Institute & State University), Elizabeth Jarrels (Virginia Polytechnic Institute & State University), Kristen Groves (Virginia Polytechnic Institute & State University) |
| Abstract: The college experience has been associated with increased alcohol experimentation and usage. Within this population, some students are more prone to at-risk drinking and are thus at higher risk for negative outcomes, such as driving under the influence (DUI). Identifying those students most at-risk for DUI would allow for targeted intervention efforts, such as implementation of a designated driver (DD) campaign. This study involved an epidemiological analysis of college student drinking behaviors and associated negative outcomes at four fraternity parties. Party behaviors were assessed through use of a questionnaire by research assistants during the parties. Before students left the parties their levels of intoxication were assessed with alcohol breathalyzers. Alcohol-related negative outcomes were assessed via questionnaire through an anonymous web-based survey. Analyses were conducted using descriptive statistics and ANOVAs. The following independent variables were examined: a) Gender, b) Year in school, c) Greek status, and d) Age status (under 21 vs. 21 and older). Dependent variables included: a) Exit BAC, b) Self-reported drinking behaviors, and c) Self-reported alcohol-related negative outcomes. Data will be presented with a focus on which segments of the student population are most at-risk for DUI, and thus in need of interventions promoting the use of DDs. |
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| 107. A Shaping Program for Halter Training Llamas |
| Area: EAB; Domain: Applied Research |
| DARLENE HOUDE BAYER (University of North Texas), Nicole R. Dorey (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The purpose of this study was to test the effectiveness of a shaping program for halter training. The participant was a two-year-old llama housed at the Frank Kent Zoo in Gainesville, Texas. The subject had undergone previous training by zoo personnel that consisted of enticing the subject with food, restraining her, then forcing a halter over her head. In contrast, the program used in this research was based on positive reinforcement, shaping, and fading. Carrots and sweet potatoes were used as reinforcers and were delivered after the sound of a clicker. The shaping program consisted of 17 steps. Ninety percent accuracy was required before moving on to the next level of training. The results show that the program was successful in haltering the llama with minimal errors at nearly all the steps. Also, it decreased head shaking when presented with the halter. The exception, along with shaping techniques and steps, will be discussed. |
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| 108. Intervention Across the Zoo Day: Environmental Enrichment in Malaysian Sun Bears |
| Area: EAB; Domain: Applied Research |
| ERIN E. MILLIGAN (Illinois Wesleyan University), Krystle Balhan (Illinois Wesleyan University), Anthony Franklin (Illinois Wesleyan University), Cassandra Twaddle (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: It has become increasingly important to provide enriched environments for captive wild animals. Research suggests that enriched environments may reduce unwanted behavior (i.e., repetitive pacing). The present experiment reports on an ongoing program of environmental enrichment for Malaysian Sun Bears. During baseline sessions, data were collected across the 8-hour “zoo day” using a set of twelve behavioral categories. Included in the twelve categories were several types of repetitive, stereotypical behavior identified in earlier studies. During intervention sessions, aset of “puzzle tubes” were hidden in the bears’ enclosure, each containing a variable amount of a food item. The task required the bears to locate and open the tubes before consuming the contents. Previous studies in our laboratory have shown the puzzle tubes to be an effective means of reducing inappropriate behavior. In the present study, tubes were introduced at various times of the day, allowing assessment of the optimal time for tube placement within the zoo day. The results have implications for the study of captive Sun Bears, as well as for zoo animals in general. |
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| 109. Effects of a Discrete-Trial Procedure on Probe Preference |
| Area: EAB; Domain: Applied Research |
| MARGARET A. MCDEVITT (McDaniel College), Matthew C. Bell (Santa Clara University) |
| Abstract: Pigeons were trained on a discrete-trial procedure that mimicked the contingencies provided by concurrent variable-interval variable-interval reinforcement schedules. Responding to either alternative resulted in the darkening of both key lights for 6 s. In one component, the probability of food was .05 for one alternative and .10 for the other. In the other component, the probability of food was .10 for one alternative and .20 for the other. Following 25 sessions of training, probe test trials involving the two .10 stimuli were interspersed among regular training trials. During training, pigeons preferred the alternatives that provided a higher probability of reinforcement. Pigeons showed no preference between the two .10 alternatives during probe tests. These results suggest that elimination of changeover responses during training may affect differential responding during probe trials involving stimuli correlated with identical schedules of reinforcement. |
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| 110. Variable Ratio, Interval, and Time Concurrent-chain Schedules and Constant-difference Invariance: Does Type Matter? |
| Area: EAB; Domain: Applied Research |
| SHAWN R. CHARLTON (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: When Savaston & Fantino (1996) first presented data supporting the constant-difference invariance prediction, they did so through a group of studies using concurrent-chain schedules with variable-interval initial- and terminal-links. However, when Mazur (2002) presented evidence against this prediction, he did so using oncurrent-chains with variable-interval initial-links and fixed- or variable-time schedules in the terminal-link. In order to explore the variables responsible for these different findings between these two studies, the current project uses the procedure from the second experiment of the original Savastano & Fantino paper. Three groups of four pigeons are used. Each group has the same schedule values and variable-interval initial-links, but for one group the terminal-links are variable-interval schedules, for the second they are variable-ratio schedules, and for the third they are variable-time schedules. This allows for a replication of the original Savastano & Fantino paper, the Mazur paper, and a novel test of the constant-difference invariance result using variable-ratio terminal- links. Additionally, each group is tested with both the arithmetic difference between the terminal-link schedules held constant and with the ratio between the terminal-link schedules held constant. |
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| 111. The Transfer of Equivalence Functions to Stimuli via Functional Classes |
| Area: EAB; Domain: Applied Research |
| AMANDA MCALLISTER (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The literature on stimulus equivalence and extension of function shows that a variety of stimulus functions (e.g., discriminative stimulus, reinforcement, and respondent elicitation functions) can extend to other stimuli related via equivalence without direct training. This experiment sought to investigate whether novel stimuli, placed into a functional class with stimuli already participating in an equivalence relation, would themselves become equivalent. Specifically, in Phase I, subjects were trained and tested for the formation of three, three-member equivalence classes (A-B-C). In Phase IIa, a stimulus from each equivalence class (C) and a completely novel stimulus (D) were made discriminative for a particular response. In Phases IIb and IIc, the discriminative functions of the C stimuli were changed via reinforcement while probe trials assessed whether the functions of the D stimuli changed accordingly without any direct training. Once the C and D stimuli were shown to be functionally equivalent, the D stimuli replaced the C stimuli in Phase III (which was otherwise identical to the testing part of Phase I). The results show that the novel D stimuli served as complete substitutes for the C stimuli. These data suggest that functional class organization may suffice to produce or extend stimulus equivalence classes. |
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| 112. Can Empirically Derived K-values Predict Preference Reversals in Typical Self-control Preparations? |
| Area: EAB; Domain: Applied Research |
| KIMBERLY SMITH (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The discounting of reinforcer value when a delay is added is a robust phenomenon and has been used to explain a variety of choice patterns in typical self-control tasks. For example, delay discounting provides an account for preferences for small immediate or large delayed reinforcers. It also helps account for the oft-observed reversal in preference as constant delays are added prior to the choice period. Although discount functions have been generated for rats and pigeons, there has been very little research looking at the rates of discounting in disabled populations. The purpose of this experiment was twofold: 1) to generate delay-discounting functions for adults with developmental disabilities using an adjusting-amount procedure; and 2) to use the empirically-derived k-values to predict preference reversals in a typical, discrete-trials, self-control task. Adults with developmental delays chose repeatedly between a standard choice delivering 15 ml of preferred liquid after a fixed delay (0, 2, 4, 8, 16, and 32 seconds) or an adjusting choice delivering varying amounts of the preferred liquid immediately following the choice. Results suggest that discount functions can be generated with this population once care has been taken to ensure reinforcer effectiveness. The next phase of the study will use the empirically-derived k-values to make predictions about preference reversals. |
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| 113. Designing Intervention Based the Replication of Functional Analysis Outcomes in the Clinical Setting to the Natural Environment |
| Area: EAB; Domain: Applied Research |
| AMY BRIGGS (Spectrum Center), Shawn E. Kenyon (Spectrum Center), Ronnie Detrich (Spectrum Center) |
| Abstract: Based on information gathered in clinical meetings and observations, it was hypothesized that the behavior of glass breaking was automatically reinforcing to a student. We created a video of, glass breaking in an effort to replicate the reinforcing properties of the in-vivo behavior in order to determine function. A functional analysis was completed using student access to the video of glass breaking. Data recorded shows the number of times the student initiated watching the video of the glass breaking. The outcome of the analysis provided information to determine function replicated in the clinical context, which guided treatment decisions that we hoped to carry over to the natural environment. |
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| 114. Shaping Two Response Sequences with a Vertical Lever in Rats |
| Area: EAB; Domain: Applied Research |
| LIVIA SANCHEZ CARRASCO (National Autonomous University of Mexico), Javier Nieto Gutierrez (National Autonomous University of Mexico), Alfonso Eduardo Benitez Martinez (National Autonomous University of Mexico) |
| Abstract: The present experiment assessed if subjects’ performance in subsequent conditions is a function of the shaping procedure used. During the first condition each of three groups was trained to emit either of two responses with a different shaping procedure. Subjects in first group were required to push or pull a vertical lever in either left (or right) direction . A second group, was shaped to alternate their response between left and right direction. A third group, was first trained to move the lever in a single direction while the alternate lever direction was blocked, then they were trained to move the lever in the opposite ditection.. In the two subsequent conditions all groups were trained to emit a two-direction response sequence. During the second condition, both response directions were reinforcerd, and reinforcement was available following every two response sequence. In the third condition, reinforcement was delivered following the completion of two lever responses distributed on two lever directions. Results showed that shaping has an effect on the number of sessions necessary to train two response sequences. |
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| 115. The Impact of Class-Specific Reinforcement on the Acquisition and Modification of Conditional Discrimination Performance |
| Area: EAB; Domain: Applied Research |
| NATALIE B. JACOME (University of North Carolina at Wilmington), Carol Pilgrim (University of North Carolina at Wilmington), Mark Galizio (University of North Carolina at Wilmington), Maureen Theresa Aro (University of North Carolina at Wilmington) |
| Abstract: Previous studies have demonstrated that class-specific reinforcement procedures facilitate acquisition of conditional discriminations and equivalence relations in both humans and animals. The present study was designed to provide additional support for such findings and to examine the effects of reversing stimulus-reinforcer relations on previously established conditional discriminations and subsequent equivalence performances in children. Using a three-choice match-to-sample procedure, children ages 3-6 years were taught two arbitrary conditional discriminations (AB and AC). Children trained with class-specific reinforcers (e.g., selecting comparison B1 given sample A1 produces Reinforcer 1, while selecting comparison B2 given sample A2 produces Reinforcer 2) readily acquired baseline conditional discriminations. In contrast, children trained with a single reinforcer showed no signs of acquisition. Data will also be reported from subsequent conditions in which stimulus-reinforcer relations were reversed such that conditional discriminations were reinforced incongruently (e.g., selecting B1, B2, or B3 given sample A1, A2, or A3 produced R2, R3, or R1, respectively, while selecting C1, C2, or C3 given sample A1, A2, or A3 produced R3, R1, or R2). |
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| 116. Observing Behavior and Eye Movements |
| Area: EAB; Domain: Applied Research |
| ATLI F. MAGNUSSON (New England Center for Children), Nicolau Kucartz Pergher (University of Sao Paulo, Brazil), Gerson Yukio Tomanari (University of Sao Paulo, Brazil), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Experimental analysis of observing behavior often use a procedure in which an instrumental response convert a mixed schedule (no discriminative stimuli visible) to a multiple schedule (stimuli visible; Wyckoff, 1969). Because the instrumental response makes discriminative stimuli available to be observed, it is termed an “experimental observing response.” This experiment reports a within-subject comparison of experimental observing responses and eye movements recorded with an eye-tracking apparatus. An adult human pressed a key to earn points under a multiple to mixed (stimuli not visible). By pressing a button, the subject could display the current stimulus for the duration of the button press, a Wyckoff-type experimental observing response. Experimental observing response results showed equal production of the positive (VI 5) and negative (extinction) stimuli. Eye-movement results showed a preference for the positive stimulus. The data are relevant to current questions about the roles of positive and negative discriminative stimulus functions in the maintenance of observing behavior (e.g., Case, Fantino, & Wixted, 1985). Inter-observer agreement data on eye movements will be taken for at least 10% of sessions. |
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