RESUMO
Progressive-ratio (PR) schedules were used to identify the break point (i.e., the last schedule value completed) for 2 reinforcers under single and concurrent schedules. After the respective break points were established, the same reinforcers were presented under concurrent fixed-ratio (FR) schedules that were yoked to the break points obtained with the PR schedules. Results suggested that the participants responded more for the high-preference item than for the low-preference item, regardless of the presentation arrangement (single or concurrent presentations). This pattern of responding was maintained when the reinforcers were presented under dissimilar FR schedules. The results suggest that responding for differentially preferred stimuli may vary as a function of differences in schedule requirements.
Assuntos
Agressão/psicologia , Transtorno Autístico/terapia , Terapia Comportamental/métodos , Comportamento de Escolha , Deficiência Intelectual/terapia , Motivação , Esquema de Reforço , Transtornos do Comportamento Social/terapia , Adolescente , Transtorno Autístico/psicologia , Criança , Humanos , Deficiência Intelectual/psicologia , Masculino , Transtornos do Comportamento Social/psicologia , Meio Social , Reforço por Recompensa , Resultado do TratamentoRESUMO
Performance feedback has facilitated the acquisition and maintenance of a wide range of behaviors (e.g., health-care routines, seat-belt use). Most researchers have attributed the effectiveness of performance feedback to (a) its discriminative functions, (b) its reinforcing functions, or (c) the combination of the two. In this study, we attempted to evaluate the relative contributions of the discriminative and reinforcing functions of performance feedback by comparing a condition in which the discriminative functions were maximized and the reinforcing functions were minimized (i.e., performance-specific instructions without contingent money) with one in which the reinforcing functions were maximized and the discriminative functions were minimized (i.e., contingent money with no performance-specific instructions). We compared the effects of these two conditions on the acquisition of skills involved in conducting two commonly used preference assessments. Results showed that acquisition of these skills occurred primarily in the condition with performance-specific instruction without contingent money, suggesting that the delivery of performance-specific instructions was critical to skill acquisition, whereas the delivery of contingent money had little effect.
