Strength of secondary reinforcement as a determiner of the effects of duration of goal response on learning.

Powell, David R.; Perkins, Charles C.

doi:10.1037/h0045214

Cited by 23 publications

(5 citation statements)

References 5 publications

(5 reference statements)

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“…This conclusion will be verified in subsequently discussed papers. Powell and Perkins (1957) manipulated duration of incentive exposure during successive discrimination training and found it to influence simultaneous discrimination testphase performance, confirming Greene's results.…”

Section: Successive Discriminationsupporting

confidence: 77%

Incentive magnitude, learning, and performance in animals.

Bh¹

1960

Psychological Bulletin

112

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Section: Successive Discriminationsupporting

confidence: 77%

Incentive magnitude, learning, and performance in animals.

Bh¹

1960

Psychological Bulletin

112

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“…Using a simple discrimination situation, Wolfe showed that chimpanzees would select the token which could be used to obtain: (1) food rather than one that could not be exchanged; (2) two pieces of food rather than a token which could be used to obtain one piece of food; (3) the reinforcer (food or water) that was consistent with the animal's current state of deprivation (hunger or thirst). Recent studies have shown that the effectiveness of a conditioned reinforcing stimulus is directly related to the amount of food with which it was paired (D'Amato, 1955 andLawson, 1953); the amount of time allowed for eating (Powell and Thomas, 1957); or the concentration of food (Butler and Thomas, 1958). Two studies (Lawson, 1957 andHopkins, 1955) found no effects of amount of food, probably because of the procedures employed (cf.…”

Section: Amount Of Primary Reinforcermentioning

confidence: 99%

A REVIEW OF POSITIVE CONDITIONED REINFORCEMENT¹

Kelleher

Gollub

1962

J Exper Analysis Behavior

375

324

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This review critically analyzes experimental data relevant to the concept of conditioned reinforcement. The review has five sections. Section I is a discussion of the relationship between primary and conditioned reinforcement in terms of chains of stimuli and responses. Section II is a detailed analysis of the conditions in which the component stimuli in chained schedules of reinforcement will become conditioned reinforcers; this section also analyzes studies of token reinforcement, observing responses, switching responses, implicit chained schedules, and higher-order conditioning. Section III analyzes experiments in which potential conditioned reinforcers are used either to prolong responding or to generate responding during experimental extinction. This section discusses hypotheses that have been offered as alternatives to the concept of conditioned reinforcement and hypotheses concerning the necessary and sufficient conditions for establishing a conditioned reinforcer. Section IV discusses other variables that act when a conditioned reinforcer is being established or that act when an established conditioned reinforcer is used to develop or maintain behavior. Section V is a general discussion of conditioned reinforcement. The evidence indicates that the conditioned reinforcing effectiveness of a stimulus is directly related to the frequency of primary reinforcement occurring in its presence, but is independent of the response rate or response pattern occurring in its presence. Results from chained schedules comprised of several components indicate that a stimulus can be established as a conditioned reinforcer by pairing it with an already established conditioned reinforcer rather than a primary reinforcer; however, this type of higher-order conditioning has not been clearly demonstrated with respondent conditioning procedures. Although discriminative stimuli are usually conditioned reinforcers, the available evidence indicates that establishing a stimulus as a discriminative stimulus is not necessary or sufficient for establishing it as a conditioned reinforcer. Discriminative stimuli in chained schedules with several components are not always conditioned reinforcers; stimuli that are simply paired with reinforcers can become conditioned reinforcers. The hypotheses that have been offered as alternatives to the concept of conditioned reinforcement are too limited to integrate the data that exist. The concepts of conditioned reinforcement and chained schedule, however, can be used to integrate the data obtained with diverse techniques. Recent experiments have revealed several techniques for the development of effective conditioned reinforcers. These techniques provide a powerful tool for advancing understanding of conditioned reinforcement and for extending control over behavior.

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“…Winter and Perkins (1982) also obtained results providing indirect evidence that the conditioned reinforcing value of a stimulus is affected not only by other environmental stimuli present at the time but by other cues or inferred stimuli, such as different traces or short-term memories of antecedent events, as well. Powell and Perkins (1957) demonstrated that the strength of the reinforcing effect of food depended on how long their rats had been able to eat food in that same context on past occasions. Apparently the conditioned (not primary) reinforcing value of food was context dependent.…”

mentioning

confidence: 99%

Uncertainty, Information, observing

Hendry¹

1983

Behav Brain Sci

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Strength of secondary reinforcement as a determiner of the effects of duration of goal response on learning.

Cited by 23 publications

References 5 publications

Incentive magnitude, learning, and performance in animals.

Incentive magnitude, learning, and performance in animals.

A REVIEW OF POSITIVE CONDITIONED REINFORCEMENT¹

Uncertainty, Information, observing

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Strength of secondary reinforcement as a determiner of the effects of duration of goal response on learning.

Cited by 23 publications

References 5 publications

Incentive magnitude, learning, and performance in animals.

Incentive magnitude, learning, and performance in animals.

A REVIEW OF POSITIVE CONDITIONED REINFORCEMENT1

Uncertainty, Information, observing

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A REVIEW OF POSITIVE CONDITIONED REINFORCEMENT¹