共查询到20条相似文献，搜索用时 31 毫秒
1.
Charles F. Flaherty 《Learning & behavior》1982,10(4):409-440
The literature relevant to incentive contrast effects is reviewed, with emphasis on the data published since the reviews by Black (1968) and Dunham (1968). Contrary to the evidence available for the earlier reviews, the current literature indicates that positive contrast is a reliable phenomenon. Its occurrence is facilitated by use of a constant delay of reward, use of a long runway, or possibly by a shift while a negative contrast effect, resulting from a previous shift, is still present in the animals’ behavior. Positive contrast also occurs in consummatory behavior when sucrose or saccharin solutions are shifted. Conditions that are ineffective in producing positive contrast are reviewed, as are the effects of numerous variables on both successive and simultaneous contrast. In addition, positive and negative contrast effects resulting from shifts in delay or percentage of reward, contrast resulting from shifts in sucrose, saccharin, or ethanol solutions, contrast in choice behavior, and transsituational contrast are reviewed. The relationship of the data to several theoretical interpretations of contrast is also considered. 相似文献
2.
In Experiment I, rats showed no evidence of a successive negative contrast effect (NCE) when shifted from immediate reward to a 15-sec delay of reward. Experiment II provided a direct comparison of NCE in both successive and simultaneous paradigms. As in Experiment I, there was no evidence of a successive NCE, but a reliable simultaneous NCE was observed. These results add support for the view that simultaneous and successive NCEs are not due to a single, common process. 相似文献
3.
Joan S. Rabin 《Learning & behavior》1975,3(4):290-294
The effect of quantity and quality of reinforcement on performance change following a shift to uniform high reward was studied in four groups of rats. Twenty or 200 licks of a 5% or 20% sucrose solution constituted the four incentive conditions. Two additional subject groups were run in the high (20%–200 licks) and low (5%-20 licks) reward conditions to determine how amobarbital sodium, an emotional depressant, influences incentive shift performance. All six groups received 60 preshift runway trials (6/day), followed by 30 high reward trials. Twenty-four extinction trials contrasted drugged and normal performance relating to high and low reward Postshift positive contrast appeared in all nondrugged groups. An emotional base for positive contrast is considered. 相似文献
4.
A total of 169 rats, distributed across six experiments, received training in a straight runway with a 5-min intertrial interval. A variety of shifts in reward schedules, to and from partial reward, were employed to assess the effects of partial reward on the successive negative contrast effect. The results were seen as supportive of an incentive averaging approach to partial reinforcement. 相似文献
5.
In a repeated shifts experiment four independent groups of thirsty rats received the following treatments: LSLS, LLLS, SSLS, and SSSS, with each letter denoting the magnitude (large or small) of sucrose reward received in each of the four phases of the experiment. While no negative contrast effect (NCE) was obtained in Phase 2, a very reliable positive contrast effect (PCE) was found in Phase 3. Moreover, a significant NCE was obtained in Phase 4. The results were explained in terms of the relative rather than absolute effects of reinforcement. 相似文献
6.
Bruce R. Lombardi 《Learning & behavior》1980,8(4):617-620
In two experiments, a successive negative contrast effect in licking was produced by shifting rats from 32% to 4% sucrose solution. Subsequent to the downshift in reward, the rats were tested for licking either a plain 12% sucrose solution or 12% plus a neutral flavor. Licking for the 12% solution was depressed in downshifted rats when a flavor was present, regardless of whether this flavor was novel or had been present in the shift solution. The results were interpreted in terms of an enhancement of neophobia by reward reduction. 相似文献
7.
Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables. 相似文献
8.
Robert Lehr 《Learning & behavior》1974,2(3):221-224
In two experiments, groups of rats were given 50% or 100% of either a large (eight pellets) or small (one pellet) reward. All rats were then given 100% large reward. A 20-sec delay of reward was used throughout. Positive contrast effects were obtained in both experiments and schedule of reward did not interact with this effect. 相似文献
9.
In two experiments, a maintained generalization procedure was employed to examine stimulus control of pigeons’ responses to a visual wavelength continuum. For both experiments, pigeons’ responses were periodically reinforced during wavelength values from one end of a continuum, while responses during other stimulus values were extinguished. In Experiment 1, the set of positive stimulus values remained constant, while the spacing of the set of negative stimuli varied. In Experiment 2, the set of negative stimulus values remained constant, while the spacing of positive stimuli varied. Positive dimensional contrast effects were obtained in both experiments. In general, the results indicated that variation in the spacing of negative stimuli had little effect on positive dimensional contrast. However, variation in the spacing of positive stimuli produced changes in the peak of the dimensional contrast gradient, without apparent change in the magnitude of the effect. 相似文献
10.
Two groups of goldfish were trained to strike an illuminated target for food reward. The experimental group was reinforced with 10 worms for response to one color and with 1 worm for response to a different color. The control group was reinforced with 1 worm for response to each color. The experimental group gave clear evidence of discrimination of reward magnitude and also of simultaneous negative contrast. These results bear on the relation of the mechanisms of simultaneous and successive contrast. 相似文献
11.
Guy Woodruff 《Learning & behavior》1979,7(3):339-346
Groups of pigeons were exposed to multiple variable-interval variable-interval and multiple variable-interval extinction schedules of either food or water reinforcement for keypecking. Discriminative stimuli associated with component schedules were located either on the operant key or on a second “signal” key. When the stimuli were projected on the operant key, positive contrast appeared during discrimination conditions with either food or water as the reinforcer. When the stimuli were projected on the signal key, overall responding to the operant and signal keys showed contrast with food, but negative induction with water as the reinforcer. In the latter condition, the signal for the variable-interval shcedule of water reinforcement elicited a variety of water-related behavior, only some of which was directed at the signal. Thus, the type of reward and location of discriminative stimuli interacted to determine the presence or absence of behavioral contrast effects. In large part, these results support and extend the autoshaping view of contrast. 相似文献
12.
Reactivity to a reward is affected by prior experience with the different reinforcer values of that reward, a phenomenon known as incentive relativity, which can be studied using the consummatory succesive negative contrast (cSNC) paradigm, in which the performance of animals that receive a 4 % sucrose solution after trials on which they were exposed to 32 % sucrose is compared with that of subjects that always receive the 4 % sucrose solution. The exploration of a novel open field can enhance or block the acquisition of associative and nonassociative memories. The effect of open field on cSNC has not yet been explored. The main result of the present study was that open-field exposure significantly modified the expression of cSNC. Exposure to an open field 1 h but not immediately before the downshift interfered with the expression of cSNC. These animals drank more of the downshifted reward than did controls that were not exposed to the apparatus, and this behavior persisted for up to three recovery trials. This phenomenon was observed even when the animals were given a more protracted preshift phase and when the discrepancy between the preshift and shift incentive values of sucrose were increased. An open field also interfered with incentive downshift when open-field exposure occurred 6 h before the downshift, and repeated exposure to the apparatus did not deteriorate this effect. The present study adds to a growing body of literature that indicates that open-field exploration can interfere with memory formation. 相似文献
13.
In three experiments, rats shifted from 32% to 4% sucrose consumed less of the 4% sucrose than did rats that had received only the 4% solution. Experiment 1 showed that this negative contrast effect was not accompanied by a corticosterone elevation on the first day subsequent to the shift. Experiments 2 and 2a showed that corticosterone levels were substantially elevated on the 2nd postshift day and that there was a tendency for degree of elevation in corticosterone to be related to degree of lick suppression. These results are discussed in terms of other data suggesting that anxiolytic drugs and disinhibitory stimuli are more effective in alleviating contrast on the 2nd postshift day than on the 1st postshift day. It is suggested that, in the present paradigm, reaction to stimulus change may be the primary determinant of contrast on the 1st postshift day, but emotional processes related to reward loss and/or conflict develop by the 2nd postshift day. 相似文献
14.
Two experiments with goldfish were performed to investigate the role of stimulus-reinforcer vs. response-reinforcer relationships in omission training and the role of stimulus localizability in a positive behavioral contrast paradigm. The directed behavior of fish, like that of pigeons and rats in other studies, was greatly influenced by positive stimulus-reinforcer correlations, as evidenced by maintained contacts of a signal for food, even though such responses terminated the signal and cancelled reinforcement delivery. Goldfish exhibited positive behavioral contrast when the signals for reinforcement and nonreinforcement were displayed directly on the response key, but no contrast was observed when variations in a diffuse houselight stimulus were used as signals for reinforcement or nonreinforcement. Analysis of sequential-trial data yielded effects analogous to Pavlovian positive and negative induction. Theoretical and methodological problems were briefly considered. 相似文献
15.
Rawlings Anna Maria Tapola Anna Niemivirta Markku 《European Journal of Psychology of Education - EJPE》2020,35(2):451-475
Students’ goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N = 212), we focused on the interrelationships between achievement goal orientations (mastery; performance-approach; performance-avoidance; work-avoidance) and two temperamental sensitivities that appear relevant for the developing sense of mastery and performance in the school setting: interindividual reward sensitivity (reward derived from social approval and attention) and sensitivity to punishment (propensity to perceive cues of potential threat in the environment, and react with withdrawal and avoidance). The data were collected over the first three school years, from grade 1 (7–8 years) to grade 3 (9–10 years), and analysed using PLS-SEM. As expected, both temperamental sensitivities and achievement goal orientations remained relatively stable over time. Interindividual reward sensitivity was related negatively with mastery and positively with performance-approach and performance-avoidance orientations, from the first through to the third year. Punishment sensitivity had a positive effect on performance-avoidance orientation, and indirect, reciprocal, negative effects with performance-approach orientation. The findings provide new knowledge on early relationships between temperament and goal strivings. Interindividual reward sensitivity appears consistently associated with performance concerns and decreased mastery strivings. Such connections may have long-standing negative influence on students’ educational trajectories, and point to the importance of acknowledging individual differences in temperament and their role in motivation and learning.
相似文献16.
We examine some implications of an attentional model designed to explain dimensional contrast. Pigeons were trained to discriminate rectangular forms under conditions that produced positive dimensional contrast. In two experiments, the spacing of training stimuli was manipulated in ways that should have changed the allocation of attention. Experiment 1 compared the effect of an increased spacing between negative and positive stimuli with the effect of a decreased overall range of positive stimuli. Both manipulations increased the quality of discrimination performance. Experiment 2 demonstrated that dimensional contrast continued to occur under conditions that minimized the difficulty of the task. Results from these experiments were consistent with quantitative predictions of the attentional model concerning the interaction of discriminability factors and factors related to the allocation of attentional resources. 相似文献
17.
Daniel C. Kopala-Sibley Marilyn Cyr Megan C. Finsaas Jonathan Orawe Anna Huang Nim Tottenham Daniel N. Klein 《Child development》2020,91(1):110-128
Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later. 相似文献
18.
For a group of goldfish trained in a runway under conditions of highly massed practice, reduction in magnitude of reward produced a gradual decline in performance to the level of a small-reward control group but no suggestion of negative successive contrast. These results are consistent with the suggestion that reward plays a somewhat different role in the learning of fish and rats. They also serve to extend the range of conditions under which the stimulus aftereffects of reward come to control the instrumental behavior of fish. 相似文献
19.
Terence M. Dovey Rebecca Francis Shevon Corbett Bridget Dibb 《Journal of Research in Special Educational Needs》2017,17(4):282-293
This study aimed to investigate whether special education teachers shared similar difficulties in their understanding of reward and punishment as their mainstream peers. Thirty‐five teachers working in six special education needs schools took part in a mixed methods study to explore their use and understanding of reinforcement principles. The purpose of the mixed methods approach was to triangulate the teachers use and perceived use of different reinforcement strategies within the classroom. Teachers’ had a good grasp of positive reward‐based strategies, but their understanding of the other three types of reinforcement (negative reward, punishment and penalty) was less accurate. There was a clear aversion amongst the sample to discuss punishment with many stating that they do not use it, which contrasted with the observations. Structured continued professional development interventions are required to rectify the discrepancies between belief and evidence. 相似文献
20.
Luís Gonzalo De la Casa Auxiliadora Mena Juán Carlos Ruiz-Salas Esperanza Quintero Mauricio R. Papini 《Learning & behavior》2018,46(1):49-59
Three experiments explored the link between reward shifts and latent inhibition (LI). Using consummatory procedures, rewards were either downshifted from 32% to 4% sucrose (Experiments 1–2), or upshifted from 4% to 32% sucrose (Experiment 3). In both cases, appropriate unshifted controls were also included. LI was implemented in terms of fear conditioning involving a single tone-shock pairing after extensive tone-only preexposure. Nonpreexposed controls were also included. Experiment 1 demonstrated a typical LI effect (i.e., disruption of fear conditioning after preexposure to the tone) in animals previously exposed only to 4% sucrose. However, the LI effect was eliminated by preexposure to a 32%-to-4% sucrose devaluation. Experiment 2 replicated this effect when the LI protocol was administered immediately after the reward devaluation event. However, LI was restored when preexposure was administered after a 60-min retention interval. Finally, Experiment 3 showed that a reward upshift did not affect LI. These results point to a significant role of negative emotion related to reward devaluation in the enhancement of stimulus processing despite extensive nonreinforced preexposure experience. 相似文献