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

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

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Fantino, Edmund, and Nureya Abarca. "Choice, optimal foraging, and the delay-reduction hypothesis." Behavioral and Brain Sciences 8, no. 2 (1985): 315–30. http://dx.doi.org/10.1017/s0140525x00020847.

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AbstractBehaving organisms are continually choosing. Recently the theoretical and empirical study of decision making by behavioral ecologists and experimental psychologists have converged in the area of foraging, particularly food acquisition. This convergence has raised the interdisciplinary question of whether principles that have emerged from the study of decision making in the operant conditioning laboratory are consistent with decision making in naturally occurring foraging. One such principle, the “parameter-free delay-reduction hypothesis, ” developed in studies of choice in the operant

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12

Miller, Laurence, and Cindy Reas. "A Test of the Small-Trials Partial Reinforcement Extinction Effect in an Operant Conditioning Situation." Psychological Reports 59, no. 2 (1986): 803–8. http://dx.doi.org/10.2466/pr0.1986.59.2.803.

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Following familiarization and magazine training, three groups of rats received either: (1) four food pellets for each of four lever-presses, (2) food for only the first and third lever-presses, or (3) food for only the second and fourth lever-presses. Responding was then extinguished. There were no significant differences between the groups in number of lever presses during extinction or time to extinguish and no significant correlations between these two measures and the number of pellets received during magazine training or the elapsed time to emit the four lever-presses. These data contradi

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13

Uretsky, Michael E., and Ralf G. Rahwan. "Problems of Conditioning Xenopus Laevis Tadpoles with Standard Avoidance-Response Learning Paradigms." Psychological Reports 79, no. 3 (1996): 763–73. http://dx.doi.org/10.2466/pr0.1996.79.3.763.

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The amphibian Xenopus laevis embryo (tadpole) provides a satisfactory alternative to mammalian screening for structural teratogens. Testing was undertaken to extend the usefulness of this species for behavioral teratogenicity testing. One simple and eight operant conditioning paradigms were examined: none elicited learning in Xenopus embryos. Adaptation to the conditioning stimulus (light) and freezing in response to the unconditioned stimulus (shock) were responses incompatible with conditioned learning.

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14

Pérez, Omar D., Michael RF Aitken, Peter Zhukovsky, Fabián A. Soto, Gonzalo P. Urcelay, and Anthony Dickinson. "Human instrumental performance in ratio and interval contingencies: A challenge for associative theory." Quarterly Journal of Experimental Psychology 72, no. 2 (2018): 311–21. http://dx.doi.org/10.1080/17470218.2016.1265996.

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Associative learning theories regard the probability of reinforcement as the critical factor determining responding. However, the role of this factor in instrumental conditioning is not completely clear. In fact, free-operant experiments show that participants respond at a higher rate on variable ratio than on variable interval schedules even though the reinforcement probability is matched between the schedules. This difference has been attributed to the differential reinforcement of long inter-response times (IRTs) by interval schedules, which acts to slow responding. In the present study, we

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15

Dack, C., P. Reed, and L. McHugh. "Multiple determinants of transfer of evaluative function after conditioning with free-operant schedules of reinforcement." Learning & Behavior 38, no. 4 (2010): 348–66. http://dx.doi.org/10.3758/lb.38.4.348.

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16

Chater, Nick. "Rational models of conditioning." Behavioral and Brain Sciences 32, no. 2 (2009): 204–5. http://dx.doi.org/10.1017/s0140525x09000922.

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AbstractMitchell et al. argue that conditioning phenomena may be better explained by high-level, rational processes, rather than by non-cognitive associative mechanisms. This commentary argues that this viewpoint is compatible with neuroscientific data, may extend to nonhuman animals, and casts computational models of reinforcement learning in a new light.

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17

Vitulli, William F., J. Ken Lambert, Stella W. Brown, and Joseph M. Quinn. "Behavioral Effects of Microwave Reinforcement Schedules and Variations in Microwave Intensity on Albino Rats." Perceptual and Motor Skills 65, no. 3 (1987): 787–95. http://dx.doi.org/10.2466/pms.1987.65.3.787.

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The objective of this exploratory investigation was to determine the interactive effects of fixed-ratio scheduling of microwave reinforcement in tandem with changes in microwave intensity. Nine albino rats were conditioned to regulate their thermal environment with microwave radiation while living in a Skinner (operant conditioning) Box in which the ambient temperature was about 27.13°F at the beginning of the session. Each rat obtained a 6-sec. exposure of microwave radiation on a fixed-ratio schedule of MW reinforcement, the values of which varied from FR-1 to FR-30. Intensities of MW radiat

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18

Lujic, Claudia, Martin Reuter, and Petra Netter. "Psychobiological Theories of Smoking and Smoking Motivation." European Psychologist 10, no. 1 (2005): 1–24. http://dx.doi.org/10.1027/1016-9040.10.1.1.

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Abstract. Theories of smoking have been developed about the conditions and causes of smoking as well as for explaining its maintenance. Moreover, factors of smoking motivation have been identified, which describe incentives to smoke and types of smoking behavior. The most frequently reported motives are psychosocial smoking, sensorimotor smoking, indulgent smoking, stimulation smoking, sedation smoking, dependent smoking, and automatic smoking. In the first phase after the start of smoking, psychosocial smoking is the dominating motive, which is best represented by theories of social psycholog

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19

Stahlman, W. David, Cheyenne RE Elliott, and Kenneth J. Leising. "Devaluation of a conditioned reinforcer requires its reexposure." Quarterly Journal of Experimental Psychology 74, no. 7 (2021): 1305–11. http://dx.doi.org/10.1177/1747021821993386.

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A change in motivational state does not guarantee a change in operant behaviour. Only after an organism has had contact with an outcome while in a relevant motivational state does behaviour change, a phenomenon called incentive learning. While ample evidence indicates that this is true for primary reinforcers, it has not been established for conditioned reinforcers. We performed an experiment with rats where lever-presses were reinforced by presentations of an audiovisual stimulus that had previously preceded food delivery; in the critical experimental groups, the audiovisual stimulus was then

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20

Elizabeth Mathai, Ziona, and M. Nagalakshmi. "A PSYCHOLOGICAL STUDY ON THE NOVEL A CLOCKWORK ORANGE." Humanities & Social Sciences Reviews 8, no. 1 (2020): 610–17. http://dx.doi.org/10.18510/hssr.2020.8173.

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Purpose of the study: This paper is a study on the novel A Clockwork Orange by Anthony Burgess. It is an analysis of Alex’s psychological condition and a study on the Ludovico experiment in relation to other popular experiments in psychology. The paper brings to light the dark and evil side of adolescence. Methodology: This study uses a psychological approach in analyzing the character of the protagonist Alex. Various psychological theories are applied in this paper to interpret this novel. Main Findings: Examining Alex’s depiction in the novel, he is presumed as a sociopath with a

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21

Kieson, Emily, Harshal Maske, Charles I. Abramson, Girish Chowdhary, and Christopher Crick. "Robots Can Train Humans Using Principles of Operant Conditioning Through Visual Reinforcement Tools." International Journal of Comparative Psychology 31 (2018). http://dx.doi.org/10.46867/ijcp.2018.31.04.01.

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Researchers have established new techniques to study human-robot interactions based on current knowledge in interspecies communication and comparative psychology. Studies on animal acceptance of robot conspecifics in complex social environments has led to the development of robots that adapt to animal and human behaviors. Using a robot with adaptable algorithms developed by the authors, the researchers hypothesized that, by using familiar visual rewards as positive reinforcement, robots could use operant conditioning principles to teach humans a basic task. The robot in this study independentl

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22

Weiss, Stanley J. "The Instrumentally Derived Incentive-Motivational Function." International Journal of Comparative Psychology 27, no. 4 (2014). http://dx.doi.org/10.46867/ijcp.2014.27.04.01.

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Though differential reinforcement, a discriminative stimulus (SD) acquires two properties. The operant contingency is responsible for the SDs response-discriminative property. However, as stimulus control develops an SD also acquires incentive-motivational properties through its association with reinforcement changes. A systematic series of experiments are described that breaks the usual co-variation of response and reinforcement rates in most discriminative operant situations. In three groups, SDs (a tone and a light) occasioned steady moderate lever pressing in rats that ceased when neither

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23

Cayoun, Bruno A., and Alice G. Shires. "Co-emergence Reinforcement and Its Relevance to Interoceptive Desensitization in Mindfulness and Therapies Aiming at Transdiagnostic Efficacy." Frontiers in Psychology 11 (December 22, 2020). http://dx.doi.org/10.3389/fpsyg.2020.545945.

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Interoception, the ability to feel the body’s internal sensations, is an essential aspect of emotional experience. There is mounting evidence that interoception is impaired in common mental health disorders and that poor interoceptive awareness is a major contributor to emotional reactivity, calling for clinical interventions to address this deficit. The manuscript presents a comprehensive theoretical review, drawing on multidisciplinary findings to propose a metatheory of reinforcement mechanisms applicable across a wide range of disorders. We present a reconsideration of operant conditioning

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24

Sudakov, Sergey, and Natalia Bogdanova. "Involvement of Peripheral Opioid Receptors in the Realization of Food Motivation Into Eating Behavior." Frontiers in Behavioral Neuroscience 14 (January 12, 2021). http://dx.doi.org/10.3389/fnbeh.2020.600920.

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The involvement of peripheral opioid receptors in the mechanisms of eating behavior is still unclear. The aim of this work was to study the role of peripheral, predominantly gastric mu and delta opioid receptors in the realization of food motivation in conditions of different energy costs for eating behavior. Experiments were performed under a between-sessions progressive ratio schedule of reinforcement in food-deprived rats. The level of food motivation was calculated using a self-developed method. Food intake, motor activity, and metabolic rate were recorded in fed and hungry animals. Result

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