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Relevant bibliographies by topics / Reinforcement (Psychology) Dogs Operant conditioning

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

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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

1

Stevens, Michael J. "Modification of Pain through Covert Positive Reinforcement." Psychological Reports 56, no. 3 (June 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 subjects reported using self-generated coping strategies. The results of this study contribute to the body of evidence which does not support the operant conceptualization of covert positive reinforcement.

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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 (February 18, 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 paired a single time with a strong electric shock. Some animals were reexposed to the audiovisual stimulus. Lever-presses yielding no outcomes were recorded in a subsequent test. Animals that had been reexposed to the audiovisual stimulus after the aversive training responded less than did those that had not received reexposure. Indeed, those animals that were not reexposed did not differ from a control group that received no aversive conditioning of the audiovisual stimulus. Moreover, these results were not mediated by a change in the food’s reinforcement value, but instead reflect a change in behaviour with respect to the conditioned reinforcer itself. These are the first data to indicate that the affective value of conditioned stimuli, like that of unconditioned ones, is established when the organism comes into contact with them.

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3

Shields, Carolyn, and Margaret Gredler. "A Problem-Solving Approach to Teaching Operant Conditioning." Teaching of Psychology 30, no. 2 (April 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 specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts.

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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 (April 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 zoo keepers with the management of animals in their care. According to both informal and formal student evaluations, the laboratory was an effective way to convey the principles of operant conditioning in an applied setting.

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5

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 (July 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 proposed by the main proponent of covert conditioning, Joseph Cautela. As an explanation of the clinical effects of covert conditioning, however, Cautela's account has not been adequately tested. Two experiments were conducted, the purpose of which were to conduct laboratory analogue tests of Cautela's account of covert conditioning by examining the effects of covert reinforcement and covert punishment procedures on the subsequent free-operant rate of selected target responses of college students. The results failed to support Cautela's operant explanation of covert conditioning.

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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 (September 1989): 155–66. http://dx.doi.org/10.1901/jeab.1989.52-155.

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7

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

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8

Hodge, Gordon K., and Nancy H. Nelson. "Demonstrating Differential Reinforcement by Shaping Classroom Participation." Teaching of Psychology 18, no. 4 (December 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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9

Marken, Richard. "Selection of Consequences: Adaptive Behavior from Random Reinforcement." Psychological Reports 56, no. 2 (April 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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10

Charlton, Tony. "Differential Effects of Counselling and Operant Conditioning Interventions upon Children's Locus of Reinforcement Control Beliefs." Psychological Reports 59, no. 1 (August 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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Dissertations / Theses on the topic "Reinforcement (Psychology) Dogs Operant conditioning"

1

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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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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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 of the dog-object interactions was changed to the VAR contingency, a marked decrease in stereotypic behavior and an increase in novel responses in the form of topographical combinations were observed across both contingencies.

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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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Wennmacher, Pamela L. "Effects of Click + Continuous Food Vs. Click + Intermittent Food on the Maintenance of Dog Behavior." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3598/.

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There is disagreement among clicker trainers on whether or not food should be delivered every time the clicker (conditioned reinforcer) is used. However, presenting a conditioned reinforcer without food can weaken the strength of the conditioned reinforcer and also disrupt its discriminative stimulus function. A within subjects reversal design was used with 2 dogs to compare the behavioral effects of continuous pairings (C+F condition) vs. intermittent pairings (C+C+F condition) of the clicker with food. Results show that the C+C+F condition affects the frequency, accuracy, topography, and intensity of the behavior, and increases noncompliance and other unwanted behaviors. This study adds to the literature by evaluating the effects of conditioned reinforcement in an applied setting using discrete trials without undergoing extinction.

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Murrey, Nicole A. "The Effects of Combining Positive and Negative Reinforcement During Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3636/.

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The purpose of this experiment was to compare the effects of combining negative reinforcement and positive reinforcement during teaching with the effects of using positive reinforcement alone. A behavior was trained under two stimulus conditions and procedures. One method involved presenting the cue ven and reinforcing successive approximations to the target behavior. The other method involved presenting the cue punir, physically prompting the target behavior by pulling the leash, and delivering a reinforcer. Three other behaviors were trained using the two cues contingent on their occurrence. The results suggest that stimuli associated with both a positive reinforcer and an aversive stimulus produce a different dynamic than a situation that uses positive reinforcement or punishment alone.

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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.
"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 up with money were the reinforcers, however, high rates of behavior were generated, disrupting the previously established baseline performance. This suggests that while points may be effective in generating high rates of behavior, they may be ineffective in producing sensitive baselines needed to study human operant behavior on schedules of reinforcement.

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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 prices and across repeated exposure to the same price. Response rates for points/money were often higher than for sounds, suggesting that reinforcers that generate higher response rates may be less elastic than reinforcers that generate lower response rates.

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Books on the topic "Reinforcement (Psychology) Dogs Operant conditioning"

1

Positive reinforcement: Training a dog in the real world. Neptune City, N.J: T.F.H., 2001.

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2

John, Lutz. Introduction to learning & memory. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1994.

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Lutz, John. Introduction to learning & memory. Pacific Grove,Calif: Brooks-Cole, 1994.

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4

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

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5

Ellen, Smith Jane, ed. Clinical guide to alcohol treatment: The community reinforcement approach. New York: 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. Oakland: New Harbinger Publications, 2009.

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Tom, Alloway, ed. Sniffy: The virtual rat, Lite version. Belmont, Calif: 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 conditioning, and between unsupervised and perceptual learning. Additionally, it interprets innate and acquired actions from the standpoint of feedback vs anticipatory and adaptive control. Finally, it argues how this framework of translating knowledge between formal and biological disciplines can serve us to not only structure and advance our understanding of brain function but also enrich engineering solutions at the level of robot learning and control with insights coming from biology.

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Book chapters on the topic "Reinforcement (Psychology) Dogs Operant conditioning"

1

Graham, Philip. "Cognitive behaviour therapies for children and families." In New Oxford Textbook of Psychiatry, 1777–87. 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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