Effects of orientation and differential reinforcement on transitive stimulus control

Amd, Micah; Almeida, João Henrique de; Rose, Júlio C. de; Silveira, Carolina Coury; Pompermaier, Henrique Mesquita

doi:10.1016/j.beproc.2017.08.014

Cited by 16 publications

(17 citation statements)

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“…In psychology, stimulus is a pattern recorded by sense organs that is processed in a complex way by the brain, and leads to different emotions and feelings (Paul and Mendl 2018). However, for behaviorism and classical conditioning, the stimulus is the basis for behavior (Amd et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Does farm animals experience emotions and feelings?

Machado

Silva

2019

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In recent years, there has been a great increase in the interest of "emotion" and how it can be studied and translated from animals. Emotions arise when the brain receives an external stimulus, while the feeling is a response to emotion and concerns how the individual feels before that emotion. Emotional states do not exist to be locked within an individual. Emotions are expressed in some way and have great importance for the welfare of animals, especially within the farm animal production chains. The affective side of emotions is more difficult to be studied, however, it takes an effort to evaluate what is observable, registrable and measurable: behavioral and physiological measures that may indicate positive and negative emotional states. It is possible to use behavioral and even physiological information to analyze the feeling and, especially, the immediate emotion that triggers it in animals. The aim of this article is to review the concepts and researches on emotions and feelings in farm animals that may be related to the expression of emotions.

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Section: Introductionmentioning

confidence: 99%

Does farm animals experience emotions and feelings?

Machado

Silva

2019

JABB

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“…Às respostas que produzem estímulos discriminativos dá-se o nome de respostas de observação e às respostas evocadas por esses estímulos discriminativos (como por exemplo, a seleção de um dos estímulos presentes) dá-se o nome de respostas efetivas (Dinsmoor, 1983(Dinsmoor, , 1985Wyckoff, 1952Wyckoff, , 1969. Em condições de treino análogas ao Respondent-Type, a exigência de respostas de produção dos estímulos (nomeadas de respostas de orientação) foi manipulada em Amd et al (2017). Segundo os autores, no estudo de Leader et al (1996), houve uma "ausência de considerações sobre a resposta de orientação" (p. 60).…”

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“…Reforçando os dadosde Leader et al, o estudo replica a formação de classes emergentes sem a programação de treino com reforçamento diferencial.EmAmd et al (2017), condição (iv), as respostas de orientação foram requeridas pela manipulação da localização espacial de apresentação dos estímulos. A aparição abrupta de estímulos na periferia do campo visual, novidade etc.…”

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“…Desta forma, a pergunta experimental seria: apesar das classes serem formadas a partir de treino Respondent-type, sua demonstração, em condição de teste, seria acompanhada pela demonstração de observação seletiva?Amd et al (2017) ressaltam a relevância de se investigar as respostas de orientação em procedimentos voltados para a formação de classes de equivalência. Segundo os autores, a resposta de orientação pode ter funcionado, em condições de treino, como "guia" e auxiliado na decisão de quando a contiguidade temporal entre os estímulos deveria ou não resultar no aprendizado das relações.…”

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“…Entretanto, os resultados não indicaram padrões coincidentes com os objetivos da pesquisa. No treino, foram encontrados padrões de frequência, enquanto no teste foram encontrados padrões na duração de fixações.De acordo comAmd et al (2017), o segundo estímulo do par adquire valor reforçador e controle discriminativo. Na presente pesquisa, foi encontrado maior frequência de fixações para o Nas condições de testes em MTS desse experimento, em que não havia a apresentação de reforçadores, a redução no tempo das tentativas foi acompanhada pelo estabelecimento de padrões na duração de fixação dos estímulos comparação disponíveis na tela.…”

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Movimento dos olhos como medida auxiliar de investigação de controle de estímulos em Procedimento Respondent-type

Barbosa¹

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Conditional discrimination literature studies the formation of equivalent classes through several different procedures, such as: the Go/No-go procedure with compound stimuli; the Yes/No procedure; the Respondent-type procedure; the Stimulus Pairing-Response procedure; and the Stimulus Pairing-Orientation Response procedure. Regarding the Respondent-type procedure, the conditionality between stimuli was not demonstrated in training, but it was instead observed in the performance of participants in emergent relations test conditions. Conditionality could not be demonstrated by differential responding in training, since R-S relation was not programmed in this study. Even though no responses are required in these conditions, some responses that naturally occur in the programmed environment (i.e. sensorial responses) are relevant for the performance of tasks, which in this case are the tests. In stimuli control conditions, sensorial or orientation responses are needed, first, to put the participants in contact with the relevant properties of the stimulus that form the programmed environment; and second, to demonstrate that such responses also influence the creation of transitive relations. Considering how relevant orientation responses are, this study aims to track measurements for such responses through tracking the eye movements of participants exposed to Respondent-type procedure. Through the exploration of orientation responses in trainings that lack differential reinforcement, and of tests for emerging relationships, this study can contribute to research investigating the variables of orientation responses, and allow for a manipulation of their spatial-temporal properties. Although classes are formed through Respondent-type training (without an R-S response being programmed into it), would their establishment, in testing conditions, be accompanied by the establishment of selective observing? According to the results, nine in ten participants observed the establishment of equivalent classes, which indicate that our replication was successful. Data obtained through eye-movement tracking allowed us to identify selective observation in MTS training even through no R-S relationship was programmed. Lastly, the establishment of selective observation allowed us to formulate hypothesis based on certain aspects of the procedure, which allowed for the establishment of functions of correct and incorrect stimuli in the experimental task (because the training for conditional relationships was not a discriminative training).

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