Key pecking was reinforced on a two-component multiple schedule. A variable-interval schedule controlled reinforcement in both components. During one component, access to reinforcement was preceded by a tone; in the other component, a standard unsignalled schedule was in effect. After performance stabilized, subjects were given a choice between the signalled and unsignalled schedules. They were placed in the chamber with the unsignalled schedule in effect on the right key. A single response on the left, or changeover, key produced the signalled schedule for 1 min. Both pigeons in Experiment I pecked the changeover key at a rate sufficient to remain under the signalled schedule for over 90% of the session. Removing and reintroducing the tone demonstrated that the changeover-key responses were due to the occurrence of the tone. In Experiment II, when pecking the changeover key produced the unsignalled schedule, pecking the changeover key declined. The results may be explained either in terms of Hendry's information hypothesis or as escape from an intermittent positive reinforcement schedule.
A reinforcement-switching procedure was used to produce negatively reinforced key pecking in pigeons. First, key pecking on a chain schedule (fixed-interval 10-sec variable-interval 60-sec) was conditioned using grain reinforcement. Second, intermittent shock in the initial link was introduced at a low intensity and gradually increased. Third, food reinforcement in the terminal link was eliminated. With shock at 90 V occurring on the average every 3 sec, initial-link pecking was maintained with no terminal-link food. Three of four pigeons responded consistently at shock intensities of 90, 70, and 50 V but not at 30 V. A fourth pigeon responded at but not below 90 V. Rate of response was directly related to shock frequency. Eliminating food deprivation did not affect the negatively reinforced performance.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.