Relevant bibliographies by topics / Light Operant conditioning. Reinforcement (Psychology)

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Academic literature on the topic 'Light Operant conditioning. Reinforcement (Psychology)'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Light Operant conditioning. Reinforcement (Psychology)"

1

Shields, Carolyn, and Margaret Gredler. "A Problem-Solving Approach to Teaching Operant Conditioning." Teaching of Psychology 30, no. 2 (2003): 114–16. http://dx.doi.org/10.1207/s15328023top3002_06.

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Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students
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Lukas, Kristen E., M. Jackson Marr, and Terry L. Maple. "Teaching Operant Conditioning at the Zoo." Teaching of Psychology 25, no. 2 (1998): 112–16. http://dx.doi.org/10.1207/s15328023top2502_7.

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Psychology instructors often visit zoos with their classes to teach about observational data collection methods and animal behavior. Unfortunately, they do not generally introduce the positive reinforcement training techniques used in zoos as models of applied operant conditioning. In this article, we describe a partnership between Zoo Atlanta and the Georgia Institute of Technology in teaching the principles of operant conditioning to undergraduate students in an experimental psychology class. The experience provided a valuable educational opportunity to students who simultaneously assisted z
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Dougher, Michael J., John R. Crossen, and R. J. Garland. "An Experimental Test of Cautela's Operant Explanation of Covert Conditioning Procedures." Behavioural and Cognitive Psychotherapy 14, no. 3 (1986): 226–48. http://dx.doi.org/10.1017/s0141347300014750.

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Although covert conditioning procedures are widely employed by behavior therapists, the literature is marked by considerable procedural variability and inconsistent results. Part of the problem is attributable to the lack of a generally agreed upon and experimentally supported theoretical account of covert conditioning procedures. Inasmuch as the procedural arrangements of covert conditioning techniques depend upon the underlying theoretical framework, it is important that the framework be experimentally supported. One prominent theoretical account of covert conditioning is the operant account
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Machado, Armando. "OPERANT CONDITIONING OF BEHAVIORAL VARIABILITY USING A PERCENTILE REINFORCEMENT SCHEDULE." Journal of the Experimental Analysis of Behavior 52, no. 2 (1989): 155–66. http://dx.doi.org/10.1901/jeab.1989.52-155.

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Gupta, Sunita, and A. P. Shukla. "Verbal operant conditioning as a function of extraversion and reinforcement." British Journal of Psychology 80, no. 1 (1989): 39–44. http://dx.doi.org/10.1111/j.2044-8295.1989.tb02302.x.

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Hodge, Gordon K., and Nancy H. Nelson. "Demonstrating Differential Reinforcement by Shaping Classroom Participation." Teaching of Psychology 18, no. 4 (1991): 239–41. http://dx.doi.org/10.1207/s15328023top1804_13.

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A classroom demonstration using differential reinforcement was devised to shape classroom participation of 14 students in an introductory psychology lab. Based on our observations and student comments, the technique was useful for illustrating how reinforcers shape behavior. The demonstration facilitated students' understanding of operant conditioning procedures and seemed to encourage a more equitable distribution of classroom participation for all students.
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Marken, Richard. "Selection of Consequences: Adaptive Behavior from Random Reinforcement." Psychological Reports 56, no. 2 (1985): 379–83. http://dx.doi.org/10.2466/pr0.1985.56.2.379.

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The behavior of subjects in a human operant conditioning experiment was “shaped” using a random reinforcement contingency. Bar-press responses kept a moving cursor near a target although the consequence of each response was a random change in the direction of the cursor. The apparent effect of reinforcement on behavior is shown to be an illusion created by ignoring the consistency of behavioral results.
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Charlton, Tony. "Differential Effects of Counselling and Operant Conditioning Interventions upon Children's Locus of Reinforcement Control Beliefs." Psychological Reports 59, no. 1 (1986): 137–38. http://dx.doi.org/10.2466/pr0.1986.59.1.137.

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The differential effects were examined of counselling and operant conditioning interventions upon locus of control beliefs of 173 pupils in Grade 6, as measured by the abbreviated Children's Nowicki-Strickland Locus of Control Scale both before and after an 11-wk. intervention. Whilst both interventions effected significant increases in pupils' internal locus of control beliefs, stronger effects followed counselling.
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Stevens, Michael J. "Modification of Pain through Covert Positive Reinforcement." Psychological Reports 56, no. 3 (1985): 711–17. http://dx.doi.org/10.2466/pr0.1985.56.3.711.

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This study investigated the effectiveness of covert positive reinforcement in modifying response to cold-pressor pain and in increasing the use of prescribed adaptive imagery. 80 women were randomly assigned to covert positive reinforcement, backward conditioning, covert rehearsal, and expectancy conditions. Covert positive reinforcement did not yield either greater pain tolerance and use of adaptive imagery or less subjective discomfort than the other conditions. Modification of pain was not associated with the use of adaptive imagery but was correlated with the clarity of imagery. 64% of the
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Vaccaro, Frank J. "Successful Operant Conditioning Procedures with an Institutionalized Aggressive Geriatric Patient." International Journal of Aging and Human Development 26, no. 1 (1988): 71–79. http://dx.doi.org/10.2190/xw6e-vyje-6hym-naxg.

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The present investigation utilized a modified differential reinforcement of other behaviors (DRO) schedule with an exclusionary time-out procedure to treat a sixty-nine year-old aggressive male. Dependent measures included confirmed incidents of physical and verbal aggressive behavior monitored across an ABAB design with a four month follow-up. During the experimental conditions, contingent tangible reinforcers were provided for non-aggressive behavior. Such rewards were progressively diminished over the course of treatment utilizing a systematic fading scheme. Results indicated a clear demons
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Dissertations / Theses on the topic "Light Operant conditioning. Reinforcement (Psychology)"

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Kenzer, Amy L. "Dishabituation of operant responding in humans /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276957.

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Thesis (Ph. D.)--University of Nevada, Reno, 2007.<br>"May, 2007." Includes bibliographical references (leaves 61-64). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
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Rouse, Susan L. "A Comparison of Points Versus Sounds as Reinforces in Human Operant Research." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278951/.

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Research shows that human operant behavior typically differs from non-human operant behavior on schedules of reinforcement. These differences in performance may be related to differences between the experimental preparations used to study human and non-human operant behavior. One such difference is the type of reinforcer used. This experiment analyzed the differential effects of points alone, points backed up by money, and sounds on schedule performance of human subjects. Results show that sounds generated moderate rates of responding, capable of change in either direction. When points backed
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Gomez, Francisco M. Rosales-Ruiz Jesus. "Topographical analysis of reinforcement produced variability generalizations across settings and contingencies /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3973.

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Gomez, Francisco. "Topographical analysis of reinforcement produced variability: Generalizations across settings and contingencies." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3973/.

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This study evaluated the effects of programming a variability contingency on one object and the generalization of variability across other objects and contingencies when the defining features of the variable responses were topographical differences. A dog's interactions with five different objects were measured under both ANY (where any physical contact with the object would be reinforced on a fixed ratio schedule) and the VAR contingencies (where only the novel responses per trial would be reinforced). The ANY contingency produced stereotyped responding of behavior with all objects. When one
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Wennmacher, Pamela L. Rosales-Ruiz Jesus. "Effects of click + continuous food vs. click + intermittent food on the maintenance of dog behavior." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3598.

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O'Daly, Matthew. "Influence of temporal context on value : an exploration of various operant conditioning procedures /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3159872.

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Alvey, Debi A. "A Behavioral Economic Analysis of Different Reinforcers: Sound-Clips Versus Points Exchangeable for Money." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2738/.

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Human operant studies frequently use points exchangeable for money as reinforcers. Some studies employ more immediately consumable reinforcers to emulate properties of food reinforcers. This study examined demand for points/money and for sound-clips to compare their economic characteristics. Across four participants, demand was often higher and less elastic for points/money than for sounds. During subsequent exposures at each response requirement, demand for sounds often decreased to a greater degree than demand for points/money. Thus, sound-clips seem less durable than points/money across pri
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Seymour, Kail H. "The Effects of Reinforcing Operant Variability on Task Acquisition." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3273/.

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Neuringer, Deiss, and Olson (2000) was replicated and extended to determine the effect of variability contingencies on task acquisition for twelve 7-9 year old children. Subjects first learned to press a computer's shift keys with increasing response variation. Each subject was then exposed to one of three experimental conditions during which they received a point for target responses. Variability condition subjects received additional points on a variable interval schedule for nontarget responses occurring less than 3% of the time. The any condition subjects received additional points on a va
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Murrey, Nicole A. Rosales-Ruiz Jesus. "The effects of combining positive and negative reinforcement during training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3636.

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Hunter, Chad S. "Analyzing Contingencies of Behavioral and Cultural Selection." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30471/.

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A choice paradigm was used to evaluate allocation of interlocking behavior of two groups of two participants between responses having operant consequences only and responses having cultural consequences. In a discrete trial BABABAB design, each participant could select one of three options, which delivered either 3 or 5 points. In B (cultural consequence) conditions, two of the options had additional effects: the 3-point option also added 3 points to the other participant's earnings, and one of the 5-point options also subtracted 5 points from the other participant's earnings. The third option
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Books on the topic "Light Operant conditioning. Reinforcement (Psychology)"

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John, Lutz. Introduction to learning & memory. Brooks/Cole Pub. Co., 1994.

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Lutz, John. Introduction to learning & memory. Brooks-Cole, 1994.

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The teacher's book of affective instruction: A competency based approach. University Press of America, 1987.

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Ellen, Smith Jane, ed. Clinical guide to alcohol treatment: The community reinforcement approach. Guilford Press, 1995.

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Learning and Memory, Second Edition. 2nd ed. Waveland Press, 2004.

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Anne, Rehfeldt Ruth, and Barnes-Holmes Yvonne, eds. Derived relational responding: Applications for learners with autism and other developmental disabilities. New Harbinger Publications, 2009.

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Tom, Alloway, ed. Sniffy: The virtual rat, Lite version. Wadsworth, 2000.

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Alloway, Tom, Lester Krames, Jeff Graham, and Greg Wilson. Sniffy, the Virtual Rat: Lite Version. Wadsworth Pub Co, 1999.

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Herreros, Ivan. Learning and control. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0026.

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This chapter discusses basic concepts from control theory and machine learning to facilitate a formal understanding of animal learning and motor control. It first distinguishes between feedback and feed-forward control strategies, and later introduces the classification of machine learning applications into supervised, unsupervised, and reinforcement learning problems. Next, it links these concepts with their counterparts in the domain of the psychology of animal learning, highlighting the analogies between supervised learning and classical conditioning, reinforcement learning and operant cond
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Book chapters on the topic "Light Operant conditioning. Reinforcement (Psychology)"

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Graham, Philip. "Cognitive behaviour therapies for children and families." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0234.

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Cognitive behaviour therapy (CBT) is derived from both behavioural and cognitive theories. Using concepts such as operant conditioning and reinforcement, behavioural theories treat behaviour as explicable without recourse to description of mental activity. In contrast, mental activity is central to all concepts derived from cognitive psychology. Both sets of theories have been of value in explaining psychological disorders and, in the design of interventions they have proved an effective combination. Central to that part of cognitive theory that is relevant to CBT is the concept of ‘schemas’, first described in detail by Jean Piaget. A schema is a mental ‘structure for screening, coding, and evaluating impinging stimuli’. The origin of mental schemas lies in the pre-verbal phase when material is encoded in non-verbal images that, as the child's language develops, gradually become verbally labelled. They form part of a dynamic system interacting with an individual child's physiology, emotional functioning, and behaviour with their operation depending on the social context in which the child is living. There are similarities but also differences between schemas and related concepts in psychoanalysis, such as Freudian ‘complexes’ and Kleinian ‘positions’. Schemas can be seen as organized around anything in the child's world, especially objects, beliefs, or emotions. They develop from past experience. The processing of new information in relation to such schemas can usefully be seen as involving the evaluation of discrepancies between information that is received and information that is expected. If there is a discrepancy, (the information not corresponding with that expected), then during the coding process information may be distorted so that it no longer creates discomfort, or, more adaptively, it may be incorporated into a modified schema.
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