Emilio Ribes

Correspondence between Instructions, Performance, and Self-Descriptions in a Conditional Discrimination Task: The Effects of Feedback and Type of Matching Response

Four experiments were designed to evaluate the functional correspondence of effective performance with correct or incorrect instructions and correct or incorrect self-descriptions in a first-order matching-to-sample task. These studies included verbal or nonverbal matching responses and provided feedback or not after the participants described their matching performance. The results point to three possible discrimination learning processes in humans: (1) learning through instructions, with a possible insensitivity to consequences unless the correspondence between instructions and feedback breaks down; (2) learning through feedback, with an inability of participants to describe their own behavior; and (3) a genuine “rule-governed” behavior consisting of successful task performance and explicit verbal behavior describing the actual contingencies effective for such performance.

Extended exposure to a discriminated, limited-hold temporal schedule does not produce stimulus control

Four rats were exposed to two different stimuli (either lights or tones), each stimulus being correlated with independent probabilities of water delivery in a temporally defined schedule. The schedule consisted of a 60 s T cycle with 30 s t(D) and t(-) successive subcycles; t(D) was correlated with a probability of water delivery of 1.0 and t(-) was correlated with a probability of water delivery of 0.0. The schedule was maintained during 180 sessions and extended for 25 extra sessions omitting the stimulus in t(-). The four rats showed low frequencies of responding, response frequency being slightly higher in t(-) than in t(D). The percentage of lost reinforcers was independent of response frequency. The rats which lost less reinforcers were those which obtained more water deliveries during the first 15 cycles of each session. These results show that stimulus control does not develop in limited-hold temporal schedules, and that response-reinforcer effectiveness may depend on the initial contact with reinforcers in the first cycles of the session.

Individual Consistencies Across Time and Tasks: A Replication of Interactive Styles

Three experimental studies were carried out in order to find within-subject consistencies as well as individual differences in a concurrent choice situation involving risk-taking. Four subjects were exposed twice, with a 4-month delay, to a horse-race game and a stock-exchange game, in order to evaluate their choices for a conservative versus a risky condition under open contingencies. The results in the 3 experiments showed reliable profiles in all subjects when frequency of changeovers was correlated with number of accumulated earnings. Results are discussed in terms of interactive styles.

Effects of auditory stimuli correlated with different probabilities of water delivery in a limited-hold temporal schedule

Four rats were exposed to two different tone frequencies, each tone being correlated with independent probabilities of water delivery in a temporally defined schedule. The schedule consisted of a 60-s T cycle, with 30-s t(D) and t(Delta) succesive subcycles. t(D) and t(Delta) were assigned complementary probabilities of water delivery (1.0-0, 0.75-0.25, 0.5-0.5 and 1.0-0) in succesive phases. Each of the first three experimental phases was followed by five consecutive probe sessions using the same probability values, and in which water was delivered independently of responding at the end of each subcycle. Three additional rats were exposed to the same conditions, except that only one tone was used in t(D) and t(Delta). The highest frequencies of responding were observed in two of the rats exposed to differential tone frequencies, an effect that was correlated with lower percentages of lost water deliveries, shorter response latencies, and less variability in the intervals between successive water presentations. In the last phase in which probabilities of water delivery in t(D) and t(Delta) were 1.0 and 0, respectively, response frequency was always higher in t(Delta). These results suggest that the number of water deliveries obtained in the early cycles of every session were responsible for the total number of responses and its correlated effects.

Generalization of the effects of reinforcement on the “sintactic” behavior os school children

Generalization of the effects of reinforcement on the “sintactic” behavior os school children

Interactive evaluation of intelligent behaviors development of a computational methodology

The traditional concept of intelligence and its measurement are critically reviewed, stressing its logical and empirical deficiencies. An alternative definition of intelligence as varied and effective behavior is proposed and it is analyzed in terms of competences. Taking into account official high school textbooks, the individualized assessment of intelligent behavior in the area of mathematics is illustrated. A computer-based interactive system is used regarding three general types of competences: textual, practical knowledge and theorical knowledge

Differential effect of choosing among stimulus contingencies descriptive texts before and after the matching response in a conditional discrimination task

The differential effects of choosing verbal descriptions about marching criteria in conditional discrimination were evaluated. Four groups were used, presenting verbal descriptions before the matching response, after the matching response, before and after the matching response, and a group without verbal descriptions. Additionally to the acquisition of a first order matching to sample task involving identity, similarity and difference rules, intramodal and extra-modal transfer tests were used after each matching task, as well as in a pretest session. The results of this experiment show that the group being exposed to descriptions after the matching response had the higher percentages in acquisition of the three training matching relations as well as in the intramodal transfer test. The group with lower performance was that exposed to descriptions before the matching response. The results are examined in terms of Ryles model on intelligent behavior and thinking.

Probability of reinforcement and its signalizing in a temporally defined schedule

Six naive rats were used to assess the effeets of ehanging probability ofreinforeement (PRS) independently from probability ofa neutral simulus (PNS), in a temporally defined shedule. Effeets of orden of eontingent (e) and non eontingent (Ne) eonditions were also assessed; a group received the sequenee e-Ne and another the Ne-e. A positive function was observed for the first group, between rate of response and values of PRS and PNS, particulary during the non-contingent reinforcement eondition. For the seeond group only PRS effeets wwre obtained, without any systemaetic effeets over PNS. Results are examined under a parametrie perspective, pointing to the limitations of ad hoc eoneep. tions used for exptaining local effects

En busca del alma perdida: un comentario a “Causa, Función, y el Análisis de la Conducta” de Jerry A. Hogan

No existe topico mas controvertido que el de la naturaleza y limites de la explicacion cientifica, y ello obedece a que, aun cuando los cientificos investigan y formulan teorias bajo el supuesto de que “explicar” constituye una actividad compleja respecto de la cual existe consenso, en la practica la explicacion cientifica ha cambiado continuamente de significado en la historia del conocimiento. Por esto, seria osado plantear que existe una forma de explicacion legitima —intento vano que han abordado las filosofias desde tiempo inmemonal. Quiza, como lo hace ilogan, sea mas pertienente interrogarse acerca del tipo de preguntas que pueden formularse y de su alcance relativo. No obstante, el problema no se restringe unicamente a la forma de las preguntas. Mas bien gira alrededor de una cuestion fundamental en todo acto de conocimiento: que es lo que se propone conocer. De esta manera, la explica¬cion en tanto porque de los eventos, no es mas que un corolario del que y co¬mo se estudian dichos eventos, es decir, es consecuencia inevitable de la natu¬raleza teorica del objeto de conocimiento, y de las preguntas que respecto a el se hacen, las que, obligad4liente, se transforman en practicas (o metodos) de conocimiento.

Nivel de autoridad y costo de respuesta en la obediencia de niños escolares

En el presente estudio se analizo el efecto de establecer dos niveles de autoridad (Total o Parcial) en la conducta obediente de ninos escolares bajo dos situaciones de prueba: una sin costo de respuestas desobedientes (SCR) y, la otra, con costo de respuestas desobedientes (CR). El nivel de autoridad se determino por el numero de funciones de poder, propuestas por Ribes (2001), ejercidas en la situacion experimental. Al inicio del experimento, la mitad de los participantes se expusieron a una condicion de Autoridad Total que consistio en tres sesiones de juegos de computadora realizadas en presencia del experimentador mientras este ejercio las cuatro funciones de poder (prescripcion, regulacion, supervision y administracion de consecuencias). La otra mitad de los participantes se expuso a una condicion de Autoridad Parcial en la que estas tres sesiones se llevaron a cabo en presencia del experimentador mientras este ejercio solo dos de dichas funciones (prescripcion y regulacion). Posteriormente, mediante una tarea de resolucion de rompecabezas, que permitio establecer dos tipos de respuesta: una permitida (obediencia) y otra prohibida (desobediencia), los participantes se expusieron a una fase de linea base y a fases de prueba alternando condiciones SCR y CR. Se observo que los participantes expuestos a una figura de Autoridad Total, mostraron menos respuestas desobedientes que los participantes que se expusieron a una figura de Autoridad Parcial. Ademas se observo que, independientemente del nivel de autoridad establecida, los participantes que iniciaron las sesiones de prueba con una condicion SCR, mostraron menos respuestas desobedientes que los que las iniciaron con una condicion CR. Se discuten los resultados en terminos del efecto de la presencia de figuras de autoridad que cumplen de forma diferencial con las funciones de poder y en terminos de su interaccion con el costo de respuesta implementado en la situacion.