Resistance to change as function of different physical-effort requirements in humans

Luíz, André; Costa, Carlos Eduardo; Santos, Julia Rocker dos; Tsutsumi, Myenne Mieko Ayres

doi:10.1016/j.beproc.2020.104123

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…As an attempt to increase the knowledge about the effects of instructions on behavioral persistence, future studies could use more than two levels of instruction's completeness and examine the effects of these instructions in the presence and absence of the instruction giver (e.g., Donadeli & Strapasson, 2015;Kroger-Costa & Abreu-Rodrigues, 2012;Ramos et al, 2015) which could approximate the experimental condition to everyday situations in which people are faced by multiple verbal prompts and can have their behaviors observed by others. Furthermore, as it occurs with the immediacy of reinforcement (Bell, 1999;Grace et al, 1998a), the relative differences in response-rate requirements Lattal, 1989;Nevin, 1974, Experiment 5), and the response force (Luiz, et al, 2020(Luiz, et al, , 2021 our results demonstrate that different levels of instruction completeness can affect behavioral persistence when the reinforcement rate is the same between the components.…”

Section: Discussionmentioning

confidence: 55%

“…Stability Check software (Costa & Cançado, 2012) was used to calculate response-rate stability. A spring-loaded button (Figure 1), consisting of a 13 cm² nylon box, was placed on the table in front of the participant, serving as the operandum in the test condition (Lacerda et al, 2022;Luiz et al, 2020Luiz et al, , 2021. Spring force was measured using Hooke's law (see Aranha et al, 2016).…”

Section: Apparatusmentioning

confidence: 99%

“…When the VI schedules have the same reinforcement rate and magnitude, other factors seem to affect persistence, such as the immediacy of reinforcement (Bell, 1999;Grace et al, 1998a), relative differences in response-rate requirements Lattal, 1989;Nevin, 1974, Experiment 5), and response force (Luiz et al, 2020(Luiz et al, , 2021. For instance, colleagues (2020, 2021) examined behavioral persistence as a function of different response force requirements.…”

Section: Introductionmentioning

confidence: 99%

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Behavioral resistance as function of different levels of instruction completeness

2022

RMAC

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Section: Discussionmentioning

confidence: 55%

Section: Apparatusmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Behavioral resistance as function of different levels of instruction completeness

2022

RMAC

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“…The computer screen layout (see Figure 1) in each component consisted of a gray background with a 10.0-Â 2.0-cm response button in the lower center of the screen and a 4.5-Â 0.5-cm consummatory response button in the screen's upper right corner (same as used in previous experiments, see Luiz et al, 2020Luiz et al, , 2022. The color of the response button changed depending on the component of the multiple schedule of reinforcement.…”

Section: Methodsmentioning

confidence: 99%

Response‐dependent point loss and response force as disrupting operations on behavioral resistance to change in humans

Costa,

Luiz,

Carmona

et al. 2023

J Exper Analysis Behavior

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Behavioral momentum theory (BMT) provides a theoretical and methodological framework for understanding how differentially maintained operant responding resists disruption. A common way to test operant resistance involves contingencies with suppressive effects, such as extinction or prefeeding. Other contingencies with known suppressive effects, such as response‐cost procedures arranged as point‐loss or increases in response force, remain untested as disruptive events within the BMT framework. In the present set of three experiments, responding of humans was maintained by point accumulation programmed according to a multiple variable‐interval (VI) VI schedule with different reinforcement rates in either of two components. Subsequently, subtracting a point following each response (Experiment 1) or increasing the force required for the response to be registered (Experiments 2 and 3 decreased response rates, but responding was less disrupted in the component associated with the higher reinforcement rate. The point‐loss contingency and increased response force similarly affected response rates by suppressing responding and human persistence, replicating previous findings with humans and nonhuman animals when other types of disruptive events (e.g., extinction and prefeeding) were investigated. The present findings moreover extend the generality of the effects of reinforcement rate on persistence, and thus BMT, extending the analysis of resistance to two well‐known manipulations used to reduce responding in the experimental analysis of behavior.

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“…Contudo, quando os reforços são igualados entre os componentes de um esquema múltiplo, outras variáveis passam a afetar a persistência, enquadrando-se no segundo grupo de estudos (relação R-S). Nesse grupo, a persistência comportamental tende a variar negativamente em relação ao atraso do reforço (e.g., Bell, 1999;Grace et al, 1998) e à força da resposta (Luiz et al, 2020(Luiz et al, , 2021 3 , a qual tem sido manipulada por meio de alterações no esforço físico exigido para a emissão de uma resposta (Soares et al, 2017).…”

Section: Rpics | Pjbsrunclassified

Influência da relação resposta/reforço na persistência comportamental

Connor de Méo Luiz,

Mieko Ayres Tsutsumi,

Gomes Shirakawa

2024

Rev Port Inv Comp Soc

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Contexto: A Teoria do Momentum Comportamental propõe que a persistência comportamental resulta da relação estímulo-estímulo independentemente da relação resposta-estímulo. No entanto, estudos recentes indicam limitações nesta teoria, sugerindo que a persistência pode ser influenciada por variáveis adicionais não contempladas originalmente. Objetivo: Este estudo investigou a persistência em função do número de respostas emitidas por reforço obtido, especificamente a relação resposta/reforço (R/SR). Métodos: Experimentos 1 e 2: Estudantes universitários foram expostos a um esquema múltiplo com três componentes, cada um exigindo diferentes relações R/SR. Esses esquemas variavam a exigência de respostas para cada reforço, avaliando a persistência sob diferentes condições de R/SR. Experimento 3: Os participantes foram expostos a um esquema múltiplo com três componentes, onde cada componente operava sob um esquema tandem intervalo variável-razão fixa. Diferentes quantidades de respostas por reforço eram exigidas em cada componente. Resultados: Os resultados indicaram que, dentro dos parâmetros experimentais utilizados, a relação R/SR não afetou significativamente a persistência comportamental. Conclusões: Este estudo destaca a complexidade das variáveis envolvidas na persistência comportamental e a necessidade de ampliar a análise dessas variáveis. A relação R/SR é complexa, em codependência com outros aspectos do comportamento. Futuras pesquisas devem explorar os efeitos da relação R/SR na persistência comportamental através de uma linha contínua de investigação, composta por experimentos que controlem separadamente diversas variáveis comportamentais. Compreender essas interações pode transformar a abordagem científica à persistência comportamental, permitindo intervenções mais precisas e eficazes e contribuindo para avanços significativos em áreas como a educação, psicoterapia e modificação de comportamento.

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Resistance to change as function of different physical-effort requirements in humans

Cited by 7 publications

References 24 publications

Behavioral resistance as function of different levels of instruction completeness

Behavioral resistance as function of different levels of instruction completeness

Response‐dependent point loss and response force as disrupting operations on behavioral resistance to change in humans

Influência da relação resposta/reforço na persistência comportamental

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