<i>THE S‐R ISSUE: ITS STATUS IN BEHAVIOR ANALYSIS AND IN DONAHOE AND PALMER'S</i> LEARNING AND COMPLEX BEHAVIOR

Donahoe, John W.; Palmer, David C.; Burgos, José E.

doi:10.1901/jeab.1997.67-193

Cited by 78 publications

(59 citation statements)

References 68 publications

(57 reference statements)

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“…We agree, as does Baum (2012), Donahoe, Palmer, and Burgos (1997), and many others. The difference between operant and respondent operations is that the former force an arbitrary response into proximity with reinforcement and record what happens to it under various manipulations, including signaling stimuli.…”

Section: Discussionsupporting

confidence: 84%

Adjunctive behaviors are operants

Killeen

Pellón

2013

Learn Behav

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Adjunctive behaviors such as scheduleinduced polydipsia are said to be induced by periodic delivery of incentives, but not reinforced by them. That standard treatment assumes that contingency is necessary for conditioning and that delay of reinforcement gradients are very steep. The arguments and evidence for this position are reviewed and rejected. In their place, data are presented that imply different gradients for different classes of responses. Proximity between response and reinforcer, rather than contingency or contiguity, is offered as a key principle of association. These conceptions organize a wide variety of observations and provide the rudiments for a more general theory of conditioning.Keywords Adjunctive . Conditioning . Contingency . Contiguity . Proximity . Schedule inducedResponse acquisition with delayed reinforcement is a robust phenomenon that may not depend on a mechanically defined response or an immediate external stimulus change to mediate the temporal gap between response and reinforcer. Critchfield and Lattal (1993, p. 373) Schedule-induced drinking as the prototypical adjunctive behavior: Arguments against reinforcement Ever since the laboratory discovery of adjunctive behavioralso known as schedule-induced or interim behavior-by John Falk (1961), analysts have treated these anomalies as belonging to a separate class of behavior, induced by incentives such as periodic food, but not reinforced by them. The discovery of adjunctive behavior was a bombshell in the behavioral community, since it seemed an exception to the orderly account of all behavior subsumed under the tripartite hegemony of operant, respondent, and unconditioned responses. What were the implications for the Skinnerian project of applied behavior analysis, if so substantial a proportion of the behavior that was induced by reinforcement was adamant to control by reinforcement? In the case of schedule-induced polydipsia, Falk (1971) voiced the contemporary amazement:It was an outright absurd [finding]. It was absurd because food deprivation in rats yields a decrease in water intake, not an increase. It was absurd because heating a large quantity of room-temperature water to body heat and expelling it as copious urine is wasteful for an animal already pressed for energy stores by food deprivation. It is absurd for an animal to drink itself into a dilutional hyponatremia bordering on water intoxication. But perhaps most absurd was not the lack of a metabolic or patho-regulatory reason for the polydipsia, but the lack of an acceptable behavioral account. (p. 577) Falk detailed the arguments against various "acceptable behavioral accounts," which he summarized in the following: "Polydipsia is not the result of food delivery directly or adventitiously reinforcing water intake. Nor does it serve a problem-solving mediational, or timing function. Furthermore, drinking is not an unconditioned

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Section: Discussionsupporting

confidence: 84%

Adjunctive behaviors are operants

Killeen

Pellón

2013

Learn Behav

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“…A recurrent concern in learning and memory research, therefore, has been the question of whether for operant and classical conditioning a common formalism can be derived or whether they constitute two basically different processes (Gormezano and Tait 1976). Both one-(e.g., Guthrie 1952;Hebb 1956;Sheffield 1965) and two-process (e.g., Skinner 1935Skinner , 1937Konorski and Miller 1937a,b;Rescorla and Solomon 1967;Trapold and Overmier 1972) theories have been proposed from early on, yet the issue remains unsolved, despite further insights and approaches (e.g., Trapold and Winokur 1967;Trapold et al 1968;Hellige and Grant 1974;Gormezano and Tait 1976;Donahoe et al 1993Donahoe et al , 1997Hoffmann 1993;Balleine 1994;Rescorla 1994;Donahoe 1997). In a recent study, Rescorla (1994) notes: ".…”

Section: Introductionmentioning

confidence: 99%

The Operant and the Classical in Conditioned Orientation of Drosophila melanogaster at the Flight Simulator

Brembs¹,

Heisenberg²

2000

Learn. Mem.

108

105

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Ever since learning and memory have been studied experimentally, the relationship between operant and classical conditioning has been controversial. Operant conditioning is any form of conditioning that essentially depends on the animal's behavior. It relies on operant behavior. A motor output is called operant if it controls a sensory variable. The Drosophila flight simulator, in which the relevant behavior is a single motor variable (yaw torque), fully separates the operant and classical components of a complex conditioning task. In this paradigm a tethered fly learns, operantly or classically, to prefer and avoid certain flight orientations in relation to the surrounding panorama. Yaw torque is recorded and, in the operant mode, controls the panorama. Using a yoked control, we show that classical pattern learning necessitates more extensive training than operant pattern learning. We compare in detail the microstructure of yaw torque after classical and operant training but find no evidence for acquired behavioral traits after operant conditioning that might explain this difference. We therefore conclude that the operant behavior has a facilitating effect on the classical training. In addition, we show that an operantly learned stimulus is successfully transferred from the behavior of the training to a different behavior. This result unequivocally demonstrates that during operant conditioning classical associations can be formed.

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“…É inexato dizer que apresentar a consequência reforçadora é o mesmo que "recompensar" o organismo pela resposta, já que o evento reforçador fortalece toda a classe operante em vez de uma resposta única (skinner, 1963b, 1969e). em tempo, visto que a pertinência da proposta skinneriana de distinção entre respondente e operante é um dos temas mais debatidos na análise do comportamento (e.g., catania, 1971coleman, 1981;Donahoe & Palmer, 1994;Donahoe & Wessells, 1980;glenn, ellis & greenspoon, 1992;Keller & schoenfeld, 1950Keller & schoenfeld, /1974malone, 1991;Pear & eldridge, 1984;rehfeldt & hayes, 1998;scharff, 1982), considera -se, então, que discorrer um pouco mais sobre esse tópico é uma atividade relevante. até o momento já foram apresentadas algumas das possíveis diferenças entre respondente e operante.…”

Section: Do Reflexo Ao Operanteunclassified

“…É possível encontrar argumentos convincentes que colocam em dúvida a pertinência da dicotomia respondente -operante na tese do "princípio unificado do reforço", hipótese fundamental da abordagem biocomportamental (Donahoe & Palmer, 1994;Donahoe, Palmer & Burgos, 1997a, 1997b.…”

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A natureza comportamental da mente: behaviorismo radical e filosofia da mente

Zilio¹

2010

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THE S‐R ISSUE: ITS STATUS IN BEHAVIOR ANALYSIS AND IN DONAHOE AND PALMER'S LEARNING AND COMPLEX BEHAVIOR

Cited by 78 publications

References 68 publications

Adjunctive behaviors are operants

Adjunctive behaviors are operants

The Operant and the Classical in Conditioned Orientation of Drosophila melanogaster at the Flight Simulator

A natureza comportamental da mente: behaviorismo radical e filosofia da mente

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