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Journal articles on the topic 'Punishment (Psychology) Operant conditioning'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Lousberg, R., N. H. Groenman, A. J. M. Schmidt, and A. A. C. M. Gielen. "Operant Conditioning of the Pain Experience." Perceptual and Motor Skills 83, no. 3 (1996): 883–900. http://dx.doi.org/10.2466/pms.1996.83.3.883.

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Two experiments were carried out to study operant conditioning of pain report. Further, it was investigated whether pain-related psychophysiological and psychological measures (skin conductance response and magnitude matching) could also be conditioned operantly. In both experiments subjects received 12 painful electric shocks of equal intensity. In Exp. 1 healthy subjects were assigned to either a control group or an up-conditioning group. Up-conditioning occurred by verbally rewarding increases in pain report and punishing decreases. Analyses indicated that up-conditioning of both pain repor

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2

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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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

Staddon, J. E. R., and D. T. Cerutti. "Operant Conditioning." Annual Review of Psychology 54, no. 1 (2003): 115–44. http://dx.doi.org/10.1146/annurev.psych.54.101601.145124.

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5

Touretzky, David S., and Lisa M. Saksida. "Operant Conditioning in Skinnerbots." Adaptive Behavior 5, no. 3-4 (1997): 219–47. http://dx.doi.org/10.1177/105971239700500302.

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6

Dragoi, Valentin, and J. E. R. Staddon. "The dynamics of operant conditioning." Psychological Review 106, no. 1 (1999): 20–61. http://dx.doi.org/10.1037/0033-295x.106.1.20.

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7

Lawson, Timothy J. "The Media Assignment: Enhancing Psychology Students’ Ability to Apply Their Knowledge of Psychology." Teaching of Psychology 21, no. 3 (1994): 157–59. http://dx.doi.org/10.1177/009862839402100307.

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In this study, I explore whether a media assignment, similar to that used by Rider (1992), increased introductory psychology students’ ability to apply their knowledge of psychological concepts to examples of real-world events. Students collected examples from the popular media that illustrated either operant-or classical-conditioning concepts. Afterward, they took a quiz that contained factual and applied multiple-choice questions on these concepts. Students who collected examples of operant-conditioning concepts performed better than other students on quiz questions designed to assess their

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8

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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9

Graham, Jeff, Tom Alloway, and Lester Krames. "Sniffy, the virtual rat: Simulated operant conditioning." Behavior Research Methods, Instruments, & Computers 26, no. 2 (1994): 134–41. http://dx.doi.org/10.3758/bf03204606.

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10

Stein, Larry. "BIOLOGICAL SUBSTRATES OF OPERANT CONDITIONING AND THE OPERANT-RESPONDENT DISTINCTION." Journal of the Experimental Analysis of Behavior 67, no. 2 (1997): 246–53. http://dx.doi.org/10.1901/jeab.1997.67-246.

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11

Grantham, Todd. "Do operant behaviors replicate?" Behavioral and Brain Sciences 24, no. 3 (2001): 538–39. http://dx.doi.org/10.1017/s0140525x01334167.

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Operant conditioning is not a selection process. According to Hull et al., selection processes require entities that reproduce to form lineages. However, since operant behaviors do not reproduce, operant conditioning is not a selection process.

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12

Sheldon, Jane P. "Operant Conditioning Concepts in Introductory Psychology Textbooks and Their Companion Web Sites." Teaching of Psychology 29, no. 4 (2002): 281–85. http://dx.doi.org/10.1207/s15328023top2904_04.

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Psychology instructors and textbook authors rate operant conditioning as one of the most essential concepts for students to learn, yet textbook writers, as well as students, can fall prey to misconceptions. This study is a content analysis of the presentation of operant conditioning in introductory psychology textbooks and their companion Web sites to discover if these information sources assist student learning or add to confusion. Results indicate that the failure to refer to changes in the likelihood of the organism's behavior when discussing operant conditioning was extremely common; this

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13

Grace, Randolph C., and John A. Nevin. "Behavioral momentum and Pavlovian conditioning." Behavioral and Brain Sciences 27, no. 5 (2004): 695–97. http://dx.doi.org/10.1017/s0140525x04230163.

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The constructs of behavioral mass in research on the momentum of operant behavior and associative strength in Pavlovian conditioning have some interesting parallels, as suggested by Savastano & Miller. Some recent findings challenge the strict separation of operant and Pavlovian determiners of response rate and resistance to change in behavioral momentum, renewing the need for research on the interaction of processes that have traditionally been studied separately. Relatedly, Furedy notes that some autonomic responses may be refractory to conditioning, but a combination of operant continge

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14

Stein, Larry, Bao G. Xue, and James D. Belluzzi. "A CELLULAR ANALOGUE OF OPERANT CONDITIONING." Journal of the Experimental Analysis of Behavior 60, no. 1 (1993): 41–53. http://dx.doi.org/10.1901/jeab.1993.60-41.

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15

Debeer, Elise, Filip Raes, J. Mark G. Williams, Miet Craeynest, and Dirk Hermans. "Operant conditioning of autobiographical memory retrieval." Memory 22, no. 3 (2013): 171–83. http://dx.doi.org/10.1080/09658211.2013.774419.

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16

Dumesnil, Etienne, Philippe-Olivier Beaulieu, and Mounir Boukadoum. "Single SNN Architecture for Classical and Operant Conditioning using Reinforcement Learning." International Journal of Cognitive Informatics and Natural Intelligence 11, no. 2 (2017): 1–24. http://dx.doi.org/10.4018/ijcini.2017040101.

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A bio-inspired robotic brain is presented where the same spiking neural network (SNN) can implement five variations of learning by conditioning (LC): classical conditioning (CC), and operant conditioning (OC) with positive/negative reinforcement/punishment. In all cases, the links between input stimuli, output actions, reinforcements and punishments are strengthened depending on the stability of the delays between them. To account for the parallel processing nature of neural networks, the SNN is implemented on a field-programmable gate array (FPGA), and the neural delays are extracted via an a

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17

Svartdal, Frode. "Is awareness necessary for operant conditioning?" Behavioral and Brain Sciences 17, no. 3 (1994): 424–25. http://dx.doi.org/10.1017/s0140525x00035354.

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18

Burgess, Ian S., John H. Wearden, Tristram Cox, and Mark Rae. "Operant Conditioning with Subjects Suffering From Dementia." Behavioural and Cognitive Psychotherapy 20, no. 3 (1992): 219–37. http://dx.doi.org/10.1017/s0141347300017213.

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Two experiments are reported in which patients who resided on continuing care psychogeriatric wards were exposed to an operant conditioning procedure. In the first experiment, the subjects were three female patients, all of whom were suffering from severe dementia. For two of the subjects, extended acquisition training was required before evidence of learning was found. Responding under fixed interval (FI) schedules of three different durations was well maintained by the third subject. Evidence of temporal control was found. The second experiment was a partial replication of the first. The sub

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19

Svartdal, Frode, and Tord Mortensen. "Effects of Reinforcer Value on Sensitivity to Non-Verbal Operant Contingencies in Humans." Quarterly Journal of Experimental Psychology Section A 46, no. 2 (1993): 347–64. http://dx.doi.org/10.1080/14640749308401050.

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The present experiment investigated effects of reinforcer value on sensitivity to operant force contingencies in humans. Subjects were exposed to non-salient, non-verbal operant contingencies with feedback stimuli of either low or high motivational value. Subjects who received feedback stimuli with back-up reinforcers of high motivational value demonstrated reliable adjustment to the arranged force contingencies, whereas force changes in subjects receiving low motivational feedback stimuli were unreliable. In accordance with standard animal findings, these results indicate that reinforcer valu

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20

Morris, Charles J. "THE OPERANT CONDITIONING OF RESPONSE VARIABILITY: FREE-OPERANT VERSUS DISCRETE-RESPONSE PROCEDURES." Journal of the Experimental Analysis of Behavior 47, no. 3 (1987): 273–77. http://dx.doi.org/10.1901/jeab.1987.47-273.

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21

Kunz, Miriam, Pierre Rainville, and Stefan Lautenbacher. "Operant Conditioning of Facial Displays of Pain." Psychosomatic Medicine 73, no. 5 (2011): 422–31. http://dx.doi.org/10.1097/psy.0b013e318218db3e.

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22

Svartdal, Frode. "Short-term memory in human operant conditioning." Behavioral and Brain Sciences 17, no. 1 (1994): 152–53. http://dx.doi.org/10.1017/s0140525x0003380x.

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23

Fantino, Edmund. "Response utility in classical and operant conditioning." Behavioral and Brain Sciences 12, no. 1 (1989): 141. http://dx.doi.org/10.1017/s0140525x00024626.

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24

McSweeney, Frances K., John M. Hinson, and Cari B. Cannon. "Sensitization-habituation may occur during operant conditioning." Psychological Bulletin 120, no. 2 (1996): 256–71. http://dx.doi.org/10.1037/0033-2909.120.2.256.

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25

Crosbie, John. "The effects of punishment on unpunished reinforced free-operant responses." Australian Journal of Psychology 43, no. 1 (1991): 1–5. http://dx.doi.org/10.1080/00049539108259088.

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26

Wetzel, Mary C. "Operant conditioning in motor and neural integration." Neuroscience & Biobehavioral Reviews 10, no. 4 (1986): 387–429. http://dx.doi.org/10.1016/0149-7634(86)90004-7.

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27

Pigott, H. Edmund, Rex Cannon, and Mark Trullinger. "The Fallacy of Sham-Controlled Neurofeedback Trials: A Reply to Thibault and Colleagues (2018)." Journal of Attention Disorders 25, no. 3 (2018): 448–57. http://dx.doi.org/10.1177/1087054718790802.

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Background: Sham-controlled neurofeedback (NFB) trials consistently find no separation on ADHD outcome measures leading many to conclude that NFB’s beneficial effects are due to placebo. Method: We deconstruct the NFB training methodology and findings of six sham-controlled trials that assessed for evidence of learning. Results: All six studies found no evidence NFB subjects learned to self-modulate the targeted electroencephalogram (EEG). Careful analyses revealed these studies’ training methodologies were antithetical to the established science of operant conditioning thereby preventing subj

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28

Iversen, Iver H. "Skinner's early research: From reflexology to operant conditioning." American Psychologist 47, no. 11 (1992): 1318–28. http://dx.doi.org/10.1037/0003-066x.47.11.1318.

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29

Carey, Robert J., and Susan Kenney. "Operant Conditioning and Haloperidol-Induced Hypokinetic Effects." Neuropsychobiology 18, no. 4 (1987): 199–204. http://dx.doi.org/10.1159/000118418.

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30

Svartdal, Frode. "Sensitivity to nonverbal operant contingencies: Do limited processing resources affect operant conditioning in humans?" Learning and Motivation 23, no. 4 (1992): 383–405. http://dx.doi.org/10.1016/0023-9690(92)90003-5.

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31

Wada-Katsumata, Ayako, and Coby Schal. "Olfactory Learning Supports an Adaptive Sugar-Aversion Gustatory Phenotype in the German Cockroach." Insects 12, no. 8 (2021): 724. http://dx.doi.org/10.3390/insects12080724.

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An association of food sources with odors prominently guides foraging behavior in animals. To understand the interaction of olfactory memory and food preferences, we used glucose-averse (GA) German cockroaches. Multiple populations of cockroaches evolved a gustatory polymorphism where glucose is perceived as a deterrent and enables GA cockroaches to avoid eating glucose-containing toxic baits. Comparative behavioral analysis using an operant conditioning paradigm revealed that learning and memory guide foraging decisions. Cockroaches learned to associate specific food odors with fructose (phag

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32

Sakagami, Takayuki, and Kennon A. Lattal. "The Other Shoe: An Early Operant Conditioning Chamber for Pigeons." Behavior Analyst 39, no. 1 (2016): 25–39. http://dx.doi.org/10.1007/s40614-016-0055-8.

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33

Rutherford, Alexandra. "Skinner boxes for psychotics: Operant conditioning at Metropolitan State Hospital." Behavior Analyst 26, no. 2 (2003): 267–79. http://dx.doi.org/10.1007/bf03392081.

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34

Crosbie, John. "The Effects of Punishment on Unpunished Behaviour." Behaviour Change 7, no. 1 (1990): 25–34. http://dx.doi.org/10.1017/s0813483900007385.

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The present study examined the effects of response-cost on unpunished free-operant responses. Three university students made key-press responses on a computer keyboard and won and lost money as reinforcement and punishment, respectively. Only one response was ever reinforced or punished, but all responses were recorded. When response-cost was introduced for the target response, both target and non-target responses decreased. Whereas the target response remained at a low level throughout the punishment phase, most non-target responses eventually increased to their baseline levels. Of the three

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35

Vorster, Albrecht P. A., and Jan Born. "Sleep supports inhibitory operant conditioning memory in Aplysia." Learning & Memory 24, no. 6 (2017): 252–56. http://dx.doi.org/10.1101/lm.045054.117.

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36

Foxx, Richard M. "Suggested North American Translations of Behavior Analytic and Operant Conditioning Terms." Behavior Analyst 13, no. 1 (1990): 95–96. http://dx.doi.org/10.1007/bf03392525.

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37

Kuroda, Toshikazu, Carolyn M. Ritchey, Carlos R. X. Cançado, and Christopher A. Podlesnik. "Punishment in training contexts decrease operant renewal in zebrafish (Danio rerio)." Learning and Motivation 74 (May 2021): 101712. http://dx.doi.org/10.1016/j.lmot.2021.101712.

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38

Morein-Zamir, Sharon, Sonia Shahper, Naomi A. Fineberg, et al. "Free operant observing in humans: a translational approach to compulsive certainty seeking." Quarterly Journal of Experimental Psychology 71, no. 10 (2018): 2052–69. http://dx.doi.org/10.1177/1747021817737727.

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Excessive checking is reported in non-clinical populations and is a pervasive symptom in obsessive compulsive disorder (OCD). We implemented a free-operant task in humans, previously used in rats, wherein participants can “check” to reduce uncertainty. Participants can press an observing key to ascertain which of two main keys will, if pressed, currently lead to rewards. Over a series of experiments, we found that punishment robustly increased observing in non-clinical participants and that observing persisted long after punishment was removed. Moreover, participants appeared insensitive to th

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39

Okasha, Samir. "“Which processes are selection processes?”." Behavioral and Brain Sciences 24, no. 3 (2001): 548–49. http://dx.doi.org/10.1017/s0140525x01444165.

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I argue that population-level selection does not necessarily have to be invoked to explain the polymorphism at the MHC locus. I argue that the authors' attempt to model operant conditioning in Darwinian terms faces a serious problem. Depending on how many operant responses we take to comprise a sequence, different conclusions about whether or not evolution is occurring in an operant lineage will be reached.

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40

Kawahara, Jun-ichiro. "Identifying a “default” visual search mode with operant conditioning." Acta Psychologica 135, no. 1 (2010): 38–49. http://dx.doi.org/10.1016/j.actpsy.2010.05.002.

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41

Coleman, S. R., Anthony Fanelli, and Scott Gedeon. "Psychology of the Scientist: LXXXII. Coverage of Classical Conditioning in Textbooks in the Psychology of Learning, 1952–1995." Psychological Reports 86, no. 3 (2000): 1011–27. http://dx.doi.org/10.2466/pr0.2000.86.3.1011.

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Objective information was obtained from 89 textbooks in the psychology of learning published from 1952 through 1995 to answer questions about their coverage of classical conditioning. We found (a) that classical conditioning consistently received less coverage than instrumental and operant conditioning, (b) that the distinction of classical and instrumental conditioning has become established as a textbook-construction device, (c) that use of the classical-instrumental distinction by textbook authors has “hardened” after a period of “fluidity” in the 1970s, (d) that the currency of references

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42

Borkowski, Elizabeth L., and Wanda E. Leal. "The Euphoric Sensations of Cigarettes: Exploring How Operant Conditioning May Be the Missing Link in the Theoretical Understanding of Antidrug Policies." Journal of Drug Issues 48, no. 3 (2018): 485–502. http://dx.doi.org/10.1177/0022042618774838.

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This study aims to examine how positive and negative reinforcers during an individual’s first few cigarettes (cigarette initiation experiences) are associated with adulthood smoking behavior. Respondents from the Add Health were asked about subjective feelings during their first few cigarettes. Using ordinary least squares (OLS) and logistic regression, we examine the differential effects of positive and negative cigarette initiation experiences on 30-day cigarette use in adulthood and lifetime nicotine dependence. The results indicate that all measures of positive cigarette initiation experie

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43

Sargent, David M. "An economical system incorporating obsolete computers in an operant conditioning laboratory." Behavior Research Methods, Instruments, & Computers 23, no. 2 (1991): 273–76. http://dx.doi.org/10.3758/bf03203377.

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44

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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45

Williams, Ben A. "Associative competition in operant conditioning: blocking the response-reinforcer association." Psychonomic Bulletin & Review 6, no. 4 (1999): 618–23. http://dx.doi.org/10.3758/bf03212970.

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46

Poonati, Supriya, and Dean M. Amadio. "Use of Popular Television to Enhance Students' Understanding of Operant Conditioning." Psychology Learning & Teaching 9, no. 1 (2010): 25–29. http://dx.doi.org/10.2304/plat.2010.9.1.25.

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47

Stoddard, Philip Kraft. "Inexpensive solid-state peck key for the operant conditioning of small birds." Behavior Research Methods, Instruments, & Computers 19, no. 5 (1987): 446–48. http://dx.doi.org/10.3758/bf03205612.

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48

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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49

Dalla, Christina, and Tracey J. Shors. "Sex differences in learning processes of classical and operant conditioning." Physiology & Behavior 97, no. 2 (2009): 229–38. http://dx.doi.org/10.1016/j.physbeh.2009.02.035.

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50

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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