Association for Behavior Analysis International

Individuals who show self-control are better able to delay gratification, opting for choices that lead to improved long-term outcomes. A well-developed self-control repertoire is closely linked to safer, healthier, and more responsible behaviors, contributing to overall well-being and life satisfaction (Amlung et al., 2016). In self-control research, subjects are typically presented with a choice between a smaller, immediate reward and a larger, delayed one, often within tightly controlled experimental conditions. While researchers have explored various methods to increase preference for the delayed reward, many of these approaches require considerable time, precision, and effort to implement effectively. Recently, Madden et al. (2023) suggested that Pavlovian conditioning may enhance self-control techniques by first conditioning a stimulus, which is then applied in a self-control framework. This symposium will present data from both basic and applied evaluations of Pavlovian conditioning techniques in fostering self-control. The implications for teaching self-control on a larger scale, with fewer resources and greater efficiency, will also be discussed.

The audience should have an understanding of research in Pavlovian conditioning, self-control, and related terminology. Researchers and clinicians are welcome.

Impulsive choice is the preference for a smaller-sooner reward over a larger-later reward. Mahmoudi and Madden (in press) reported that a Pavlovian conditioned stimulus when presented before and after a larger-later reward choice increased self-control choice in rats. In a follow-up experiment, male and female Long-Evans rats were randomly assigned to Pavlovian, unpaired, or truly random control groups. During an eight-session training phase, a lever insertion signaled a food for Pavlovian rats, and rats sign-tracked to this conditioned stimulus. The lever did not acquire a conditioned stimulus function for rats in the unpaired and truly random control groups. An impulsive choice assessment followed. For half of the rats, the lever from the training phase served as the larger-later reward lever and, when it was pressed, it was retracted during the delay to the larger-later reward. There was no difference in choice across the Pavlovian, unpaired, or truly randomized control rats. For the other half of the rats, the lever was presented before choice and remained in the chamber during the delay to the larger-later reward. Among these rats, preliminary visual analysis shows that Pavlovian-trained rats made more self-control choices than unpaired or truly random control groups; the latter were undifferentiated.

Teaching self-control to children involves presenting a choice between a smaller, immediate reward and a larger, delayed reward. One approach to developing self-control, known as delay fading, starts with no delay for either reward. As the child consistently chooses the larger reward, the delay is gradually increased. Although delay fading can be effective, some children still struggle to choose the delayed reward (e.g., Fisher et al., 2000). Madden et al. (2023) suggested an alternative method by incorporating a bridging stimulus with a prior history of Pavlovian conditioning. This study aimed to evaluate the effects of a pre-conditioning procedure on the self-control responses of kindergarten children, both with and without intellectual and developmental disabilities. Pilot data showed increased positive emotional responses and conditioned stimulus attraction when using a visual card as the conditioned stimulus in the classroom. This visual stimulus was then used in an intertemporal choice task to determine the indifference point. Preliminary findings indicated no effect on self-control, and further analysis will focus on modifying the conditioned stimulus.