schedules of reinforcement

sched·ules of re·in·force·ment

in the psychology of conditioning, established procedures or sequences for reinforcing operant behavior; for example, in a lever-pressing situation, every displacement of the lever will bring a pellet of food or comparable reinforcer (continuous reinforcement schedule), or the reinforcer will come at every 5 seconds, regardless of how many displacements occur earlier (fixed-interval reinforcement schedule), at every tenth displacement (fixed-ratio reinforcement schedule), or on an average of every 5 seconds (variable-interval reinforcement schedule), or the reinforcer will come in a noncontinuous fashion in which less than 100% of the displacements bring a reinforcer (intermittent reinforcement schedule).
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On the remaining forced trials, a horizontal line orientation was presented which indicated that schedules of reinforcement associated with nondiscriminative stimuli would be in effect.
Schedules of reinforcement were developed to systematically shape the consistent use of diplomatic questioning that was resistant to extinction.
Various kinds of intermittent schedules of reinforcement are more likely to be found in natural settings than CRFs.
Research on the effects of concurrent schedules of reinforcement during treatment of problem behavior has shown that response allocation can be biased in favor of adaptive responses by providing increased reinforcement for these responses.
Homer and Peterson (1980) reported that DRO schedules of reinforcement produce rapid inhibition of response in applied settings and that no undesirable side effects of the intervention had been reported in the literature.
The use of private knowledge is well documented in Ferster's and Skinner's book Schedules of Reinforcement (1957).
In two similar studies, De Luca and Holborn (1990, 1992) showed that response-contingent reinforcement increased the rate and the duration of cycling when points were delivered according to fixed-ratio (FR) and variable-ratio schedules of reinforcement.
Herrnstein (1970) describes the matching law as a mathematical means for elucidating how behavior responds to concurrent schedules of reinforcement.
The final concept that must be understood when considering schedules of reinforcement is fading or thinning.
The primary aim of the study was to determine if different schedules of reinforcement (i.
Another potential reason for the lack of correspondence is that very lean schedules of reinforcement for problem behavior exist in natural settings therefore there are missed opportunities to observe the delivery of functional reinforcers.
If "positive" attention did reinforce problem behavior in this study (which is undetermined, as positive attention was never delivered response dependently), it is possible that the accidental reinforcement of the problem behavior occurred, as initial schedules of reinforcement were so dense.

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