Random, single alternation, double alternation, and 2 nonrandom (1 biased toward runs and the other biased toward alternation) reinforcement schedules were employed in human classical eyelid conditioning. The major findings were that with the same alternation pattern some Ss responded according to the pattern and others did not and that the random and nonrandom probabilistic schedules yielded data generally consistent with a linear operator model, but that parameters depended upon experience with the specific schedule. It was concluded that the failure of parameters to remain invariant over early training necessitates more extensive training to achieve stability and that more attention will have to be paid to individual-S response characteristics, since the same reinforcement schedules did result in lawfully different behavior in different Ss.A characteristic common to all "strength" models of learning (e.g., Bush & Hosteller, 1951;Hull, 1943;Spence, 1956) is that the tendency to make a response increases following a reinforcement and decreases following a nonreinforcement. Mean response strength resulting from an intermittent reinforcement schedule then represents the averaged effects of increments and decrements in response strengths, with terminal performance reflecting the reinforcement ratio, the incremental effect of a reinforcement (6), the decremental effect of a nonreinforcement (0'), and the limits of performance, A and A', resulting from, respectively, an
This is because the equations derived by Estes (1955aEstes ( , 1955b require, for solution, that sufficient time pass between events to insure that the numbers of elements in S and 219
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