James E. Spivey

Effect of partial reinforcement trial sequences on extinction performance

An investigation was conducted to examine the relative influence of N-R, R-N, and R-R transitions on the extinction performance of albino rats following abbreviated training in a runway. The results were discussed in relation to the modified aftereffects hypothesis.

Software development for computer-assisted instruction in experimental psychology

The introduction of CAI modules was pursued as a means of strengthening an experimental psychology course. After securing 12 Apple II-Plus microcomputers and a Winchester hard-disk system, we turned to the search for and development of relevant software. Our efforts were initially frustrated due to several inadequacies in extant software that are discussed herein. A surprising source of software turned out to be the commercial market; two well known commercial programs have been modified for educational use, and one of these programs has provided a pleasant solution to student computerphobia. These two old modules are discussed, along with others that are either borrowed or new. Although total computerization has been avoided for reasons discussed herein, extensive evaluation has indicated that the modules have greatly facilitated the realization of course goals and have especially minimized the three complaints (irrelevant, boring, too difficult) most often heard in traditional research methods courses. In addition, our Attitude Toward Computers Scale indicates that students develop a more positive attitude toward computers as a result of their usage in the course. This positive attitude is seen as most adaptive in a society within which computers will play an increasingly dominant role.

Influence of partial reinforcement pattern and intertrial reinforcement on extinction performance following abbreviated training

The resistance to extinction of albino rats was investigated as a function of N-R, R-N, and R-R transitions with abbreviated training in a runway. The relevance of the results to the modified aftereffects hypothesis was discussed.

The electronic chalkboard

The present paper describes “the electronic chalkboard” (TEC), a teaching innovation made possible by the recent development, under a FIPSE grant to CONDUIT, of specialized instructional software. The instructional power of TEC casts the computer in the role of catalyst in the student-teacher dyad and leads to the emergence of the more powerful student-computer-teacher triad. Relevant educational principles and CAI techniques that should ensure the intelligent use of TEC are discussed.

Extinction Performance as a Function of N-R Transitions and Intertrial Reinforcement with Extended Partial Reinforcement Training

3 groups of albino rats were given 96 acquisition trials in a runway. One group (C) was given consistent reinforcement, while the other 2 groups (PN, PR) received the same partial reinforcement pattern, RRNNRRNN, on each day. Following Trial 4 for Group PN and Trial 5 for Groups PR and C., Ss were given intertrial reinforcement. In extinction the groups were ordered PR, PN, C, with Group PR being most resistant to extinction. Taken in conjunction with the results of studies involving abbreviated training, the findings were interpreted as supporting the view that the same variables or processes influence extinction performance following both abbreviated and extended training. The results were further interpreted as supporting the modified aftereffects hypothesis.

Computer simulation: A case of conflict

Herein is described an 18-month adventure involving the translation to computer-aided instruction (CAI) format of a traditional module that had been successfully used for years in an experimental psychology course. The primary focus of the paper is on the lessons learned during this transition. The major problems of translation that were encountered are discussed, as are unanticipated, often seemingly trivial, human-factors problems that were the most troublesome, and, consequently, the most educational.

Modification of reinforcement aftereffects and level of training.

In the first of 2 experiments, 3 groups of 8 rats each were given 1 day of acquisition training in a runway under the same reinforcement schedule, RNNRNNRNNR. The groups were differentiated only on the basis of NT-length, which was regulated by placing Ss by hand in the baited goalbox during the intertrial interval following Trials 1, 4, 7 (Group N2-length), Trials 2, 5, 8 (Group N1-length), or Trials 3, 6, 9 (Group N0-length). on the day subsequent to acquisition training 10 N trials were administered. The second experiment was essentially a replication of the first, except it only included Groups N1 and N2, each of which contained 11 Ss. The finding that resistance to extinction was an increasing function of N-length was interpreted as supporting the modified aftereffects hypothesis and as presenting particular difficulties for some alternative views.

Extinction performance as a function of R-R transitions with abbreviated training

Resistance to extinction for albino rats given abbreviated training in a runway was an increasing function of number of R-R transitions. The results were interpreted as supporting the modified aftereffects hypothesis.

Inhibition Effects with Abbreviated Training

In an experiment in which 3 groups of albino rats were given abbreviated training in a straight alley runway, both the partial reinforcement extinction effect (PRE) and its opposite, a “reversed PRE,” were obtained.

Response decrement as a function of extinction or shift in reinforcement schedule

A two-phase experiment in which albino rats were trained in a straight alley provided support for viewing traditional resistance-to-extinction tests of conditioning as transfer of training paradigms.