Precurrent Self‐prompting Operants in Children: “Remembering”

Parsons, Joseph A.; Taylor, Douglas C.A.; Joyce, Teresa

doi:10.1901/jeab.1981.36-253

Cited by 39 publications

(38 citation statements)

References 17 publications

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“…As mentioned previously, in some experiments, the prohibition of precurrent responses by the experimenter, after phases in which these responses were required , decreased the frequency of precurrent responses but was accompanied by decreases in correct current responding (e.g. , Parsons et aL , 1981;Torgrud & Holborn, 1989). These results differed from the ones reported here (and those from Polson et aL, 1997), which showed correct current responding despite decreases in precurrent responses.…”

Section: Effect Of Training On Precurrent Behaviorcontrasting

confidence: 59%

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Decrease of Precurrent Behavior as Training Increases: Effects of Task Complexity

Oliveira-Castro¹,

Coelho²,

Oliveira-Castro³

1999

Psychol Rec

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Section: Effect Of Training On Precurrent Behaviorcontrasting

confidence: 59%

“…Parsons, Taylor, & Joyce, 1981). Collateral responses with precurrent functions have been described in differential-reinforcement-of-Iow-rate schedules performed by humans (e.g., Bruner & Revusky, 1961), monkeys (e.g ., Hodos, Ross, & Brady, 1962), and rats (e.g., Laties, Weiss, Clark, & Reynolds, 1965;Laties, Weiss, & Weiss, 1969).…”

mentioning

confidence: 99%

Decrease of Precurrent Behavior as Training Increases: Effects of Task Complexity

Oliveira-Castro¹,

Coelho²,

Oliveira-Castro³

1999

Psychol Rec

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“…Four of the six increased to a level of 80% accuracy or higher. The resurgence of accurate sequences after cessation of blocking constitutes some support for the claim of response mediation as a precurrent behavior for correct selection-based responding (Parsons et al, 1981).…”

Section: Discussionmentioning

confidence: 85%

“…The results ranged from 28-66% accuracy, with seven out of the ten values falling at exactly 50%, showing that accurate responding in some arbitrary and relational matching was controlled by sample-specific behaviors taught to the birds. Parsons, Taylor, & Joyce (1981) trained kindergarten children to select different comparison keys after pressing corresponding collat-eral keys when distinct levels of sample key brightness were displayed. With a bright sample the children learned to select a red collateral key above the sample key.…”

mentioning

confidence: 99%

The Role of Rehearsal in Joint Control

Gutierrez

2006

Analysis Verbal Behav

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The present study examined the role of response mediation in complex human behavior. Matching, where a constant relation exists between the sample and the comparison stimuli, has been explained in terms of cognitive constructs (Zental, Edwards, Moore, & Hogan, 1981), and the application of a rule (Bucher, 1975). Behavioral accounts have also addressed matching when the comparison and sample stimuli share no formal relation such as identity. Cohen, Brady, & Lowery (1981) studied response mediation in a variety of matching tasks. In the first, pigeons were trained to emit sample-specific behavior (e.g., DRL 3 or FR 16) that was related to specific sample key stimuli. These response-produced stimuli from these behaviors then served as discriminative stimuli for the selection of one of the two comparison keys. For example, the color green evoked key pecking appropriate to an FR 16 schedule, after which the comparison stimuli were displayed and the bird learned to peck a comparison key with a horizontal line. The color orange evoked pecking appropriate to a DRL 3 sec schedule, after which the vertical line was the correct comparison. In addition, they were trained to emit the same samplespecific behaviors to the stimuli when displayed in the reverse. In the presence of a horizontal line the bird pecked appropriate to an FR 16 schedule after which the bird pecked the green key. And in the presence of the vertical line, the bird pecked appropriate to a DRL 3 schedule and then pecked the orange key.The significance of these results was seen when the birds were required to emit the same sample-specific behavior but select comparison keys that were not previously trained. For example, they pecked on an FR16 schedule in the presence of the green-sample key and were then required to peck either a green or an orange comparison key. Up to that point they had not been required to peck comparison keys that shared the same identity as the sample keys. One bird responded with 95 percent accuracy during this identity task without previous training, meaning that the bird pecked the green comparison when shown a green sample, rather than pecking the orange comparison when shown the green sample, due to having acquired the sample-specific behavior for the green key. A control group that were not trained to emit the sample-specific behavior were used to determine whether stimulus mediation without joint control was just as effective in promoting accurate responding during the same task. The results ranged from 28-66% accuracy, with seven out of the ten values falling at exactly 50%, showing that accurate responding in some arbitrary and relational matching was controlled by sample-specific behaviors taught to the birds.Parsons, Taylor, & Joyce (1981) trained kindergarten children to select different comparison keys after pressing corresponding collat- The Role of Rehearsal in Joint Control Rick D. Gutierrez, California State University, Los AngelesBehavior analysts have offered accounts of the behavior involved in matching to sampl...

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“…The fact that half of our subjects exhibited differential loss of stimulus control and half did not suggests that perhaps this discrepancy among individuals could be traced to individual differences in response patterns during the retention intervals of position and stimulus trials. Parsons, Taylor, and Joyce (1981) found that children who were required to make sample-specific collateral responses during delays in a matching-to-sample problem matched more accurately than either those required to make the same collateral response after each sample stimulus or those required to make any collateral response after each sample stimulus. Furthermore, the performance of the latter two groups deteriorated with increasing delays, whereas subjects who were required to respond differentially maintained high accuracy levels.…”

Section: Discussionmentioning

confidence: 91%

Delayed Temporal Discrimination in Pigeons: A Comparison of Two Procedures

Chatlosh

Wasserman

1987

J Exper Analysis Behavior

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A within-subjects comparison was made of pigeons' performance on two temporal discrimination procedures that were signaled by differently colored keylight samples. During stimulus trials, a peck on the key displaying a slanted line was reinforced following short keylight samples, and a peck on the key displaying a horizontal line was reinforced following long keylight samples, regardless of the location of the stimuli on those two choice keys. During position trials, a peck on the left key was reinforced following short keylight samples and a peck on the right key was reinforced following long keylight samples, regardless of which line stimulus appeared on the correct key. Thus, on stimulus trials, the correct choice key could not be discriminated prior to the presentation of the test stimuli, whereas on position trials, the correct choice key could be discriminated during the presentation of the sample stimulus. During Phase 1, with a 0-s delay between sample and choice stimuli, discrimination learning was faster on position trials than on stimulus trials for all 4 birds. During Phase 2, 0-, 0.5-, and 1.0-s delays produced differential loss of stimulus control under the two tasks for 2 birds. Response patterns during the delay intervals provided some evidence for differential mediation of the two delayed discriminations. These between-task differences suggest that the same processes may not mediate performance in each.

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Precurrent Self‐prompting Operants in Children: “Remembering”

Cited by 39 publications

References 17 publications

Decrease of Precurrent Behavior as Training Increases: Effects of Task Complexity

Decrease of Precurrent Behavior as Training Increases: Effects of Task Complexity

The Role of Rehearsal in Joint Control

Delayed Temporal Discrimination in Pigeons: A Comparison of Two Procedures

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