Three experiments evaluated whether the apparent reflexivity effect reported by Sweeney and Urcuioli (2010) for pigeons might, in fact, be transitivity. In Experiment 1, pigeons learned symmetrically reinforced hue-form (A-B) and form-hue (B-A) successive matching. Those also trained on form-form (B-B) matching responded more to hue comparisons…

Whereas previous evaluative conditioning (EC) studies produced inconsistent results concerning the role of contingency knowledge, there are classical eye-blink conditioning studies suggesting that declarative processes are involved in trace conditioning but not in delay conditioning. In two EC experiments pairing neutral sounds (conditioned…

The purpose of the study was to evaluate the use of a treatment package comprised of a social story, discrimination training, and differential reinforcement with response cost on the vocal stereotypy of one preschooler diagnosed with an autism spectrum disorder. The study took place in a preschool classroom of a public school and was implemented…

Chen, Lakshminarayanan, and Santos (2006) claim to show in three choice experiments that monkeys react rationally to price and wealth shocks, but, when faced with gambles, display hallmark, human-like biases that include loss aversion. We present three experiments with monkeys and humans consistent with a reinterpretation of their data that…

Twelve pigeons were exposed to negative automaintenance contingencies for 17-27 sessions immediately after brief (14-16 sessions) or extended (168-237 sessions) exposure to positive automaintenance contingencies, or after 4-10 sessions of instrumental training. In all conditions, negative automaintenance contingencies virtually eliminated…

Across three experiments, the transformation of consequential functions in accordance with a seven-member relational network (A-B-C-D-E-F-G) was investigated. In this network, the relational rankings ranged from A, ranked the least, to G, ranked the most. In the first phase, contextual cues for more-than and less-than were established by training…

The long-term treatment program and follow-up of a case of chronic, severe, multiple self-injurious behavior is presented. Contingent electric shock and differential reinforcement of other behavior were the primary techniques utilized. Total suppression was achieved in the laboratory setting, but extending control to the natural environment proved…

This study compared systematic desensitization and two pseudotherapy manipulations with and without false galvanic skin response feedback after every session suggesting improvement in the modification of intense snake and spider fear. The results indicated no consistent differences between the three treatment groups. (Author)

The article suggests that retarded behavior is maintained by certain events in the environment and their relationship to an individual's behavior. Maintenance of these behaviors is attributed to positive reinforcement, avoidance behavior, and contingency schedules. Several examples of the maintenance effects of each of these paradigms are given.…

Pavlov's organism-in-the-environment model was adapted to a functional analysis of communication, expecially abstract and symbolic activities. A classification of discrimination response and reinforcement patterns was given. (CP)

Underweight subjects were assigned to either a self-reinforcement condition, a self-punishment condition, or to a discussion/reflection control condition. The subjects received one treatment session per week over a five-week period. After treatment, the self-reinforcement groups gained significantly more pounds (kilograms) than either of the other…

Discusses the Morris and Suckerman report on experimental studies testing the Rogerian hypothesis that phobic desensitization occurs as a function of therapist warmth versus the behavioral explanation that desensitization is a function of reciprocal inhibition. Morris and Suckerman respond to the critique. (Author/EJT)

This monograph examines the component parts of behavior modification, initially defining the problem behavior and drawing a difference between specific observable behaviors (the focus of behavior modification), and the interest of Freudian and similar psychologies in unobservable internal processes. Instrumental learning related to shaping in…

The same techniques of behavior modification that can be used by teachers to manage student behavior in the classroom can also be used by supervisors to alter the behavior of teachers. In both cases, it is necessary for the supervisors and teachers to focus primarily on the individual's behavior itself, rather than on what causes that behavior. To…

Five experiments were conducted to determine whether properties inherent in some training procedures may subtly influence the adaptability of skilled performance of complex tasks. The first two experiments assessed the insensitivity of low-rate performances. Examined in the third experiment was the issue of whether instructions that focus…