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Rats can acquire a leverpressing response reinforced with food according to continuous or differential reinforcement of low rate schedules without experimenter assistance. In the present study, acquisition of responding without assistance on fixed-and variable-interval and fixedand variable-ratio schedules was examined. The intervals employed were 30 and 180 sec, and the ratio requirement was 10 responses per reinforcer. Fourteen of 15 rats on the interval schedules acquired and maintained leverpressing, while only 2 of 8 rats on the ratio schedules did so.Studies have shown rats to be capable of acquiring a leverpressing response for food without magazine training or experimenter assistance of any kind. This acquisition has been demonstrated with food presented according to simple (continuous reinforcement) or complex (differential reinfo rcement of low rates, DRL) schedules (Kopp, Bourland, Tarte, & Vernon, 1976 ; Unwick & Miller, 1978;Miller, 1976).In the present study, acquisition of responding maintained by fixed-and variable-interval (FI and VI) and by fixed-and variable-ratio (FR and VR) schedules without prior magazine training or assistance was examined. Two interval durations were employed , 30 and 180 sec. Since rats are capable of acquiring leverpressing with a DRL 30-sec schedule in effect, one might expect that responding on FI and VI 30 sec might also be readily acquired. Of particular interest was whether responding would be acquired with the long interval duration of 180 sec.The present experiment also attempted to determine whether rats are capable of acquiring leverpressing on ratio schedules without experimenter assistance. Schedules with a clear temporal component, such as DRL, FI, and VI, may be contrasted with ratio schedules that lack such a component. Thus, to receive reinforcement, a rat on a DRL or interval schedule need only emit a single response , given an appropriate period of time has elapsed since the previous response, whereas a rat on a ratio schedule must emit a specified number of responses. Hence, a "small" ratio requirement of 10 responses per reinforcer was chosen .We thank Will Neill, Mike Hagarty, and Don Martin for their assistance in running rats. Reprints may be obtained from Laurence Miller, Department of Psychology, Western Washington University, Bellingham,Washington 9S225. MEmOD SubjectsTwenty-three experimentally naive male rats, about ISO days old, were deprived to SO% of their free-feeding weights over a 7-day period prior to the start of the experiment. ApparatusStandard single-lever Grason-Stadler operant chambers were enclosed in sound-attenuating chests. ProcedureWhen subjects reached SO% of their free-feeding weights, they were placed in the operant chamber for the first time ever. Subjects on interval schedules were presented with FI 30-sec, FI ISO-sec, VI 30-sec (3-to 57-sec interval range), or VI ISO sec (lo-to 350-sec range) schedules (n =4 subjects, except for VI ISO sec, n =3). The remaining subjects were presented with either a FR 10 or a VR 10 sch...
Naive monkeys, pigeons, and rats were given the opportunity to acquire a simple operant without experimenter assistance. The monkeys and pigeons were rewarded with food on a continuous reinforcement schedule for either pressing a lever or pecking a lighted or dark response key. All monkeys acquired the response rapidly, one pigeon keypecked at the lighted key, and only one more keypecked when the key was flashed on and off. When an autoshaping procedure was introduced, three of the remaining four birds acquired keypecking. The rats were presented with several situations: (1) each leverpress turned on a light; (2) each leverpress produced food, and free food was intermittently concurrently presented; (3) each leverpress produced a mild electric shock; (4) each leverpress produced a B-B. Leverpressing was rapidly acquired in the first two conditions but was not acquired in the last two conditions.In instrumental or operant conditioning the emission of a response is followed by some consequence. Since there is no clear eliCiting stimulus, before the frequency of the response can be increased the response must first occur. The several procedures available that can influence acquisition of an operant are described in Figure 1. These procedures are scaled along a continuum of the type and degree of experimenter assistance provided to the learner. With assistance, to a greater or lesser extent, the learner is provided help by the experimenter or teacher; with no assistance the learner is provided with no initial help or information, so that the behavior must be acquired solely on the learner's own; with counterassistance the information or help makes it more difficult to acquire the behavior than if that information or help had not been given.Verbal instructions and modeling maximize the assistance provided. Verbal instructions describe the experimental contingencies by telling the subject to respond in a certain way. In modeling or imitation the subject is shown the appropriate behavior by a model or an instructor (Bandura, 1971).With autoshaping and handshaping, assistance is provided but the fmal response is not initially made apparent. With handshaping the final behavior is successively approximated in small steps through differential reinforcement. With autoshaping the manipulandum upon which the operant is emitted is intermittently illuminated for several seconds; upon termination of the illumination, food is presented. After several such pairings, the subject responds on the manipulandum (Brown & Jenkins, 1968).
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