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Downshifts in synthesized alternative reinforcement and resurgence

Ano: 2026

Abstract Clinicians often implement differential reinforcement of alternative behavior with synthesized alternative reinforcement, which involves the delivery of multiple, qualitatively different reinforcers contingent on a single alternative response. Previous research has demonstrated that downshifts in alternative reinforcement cause resurgence. We evaluated whether suspending one of the reinforcers from a synthesized alternative reinforcement contingency produces resurgence and compared this with the amount of resurgence when all reinforcers were suspended. First, we conducted a three‐phase resurgence evaluation with three groups of rats. In Phase 1, target responding produced a single reinforcer (i.e., food or sucrose). In Phase 2, rats received two qualitatively different reinforcers (i.e., food and sucrose) contingent on alternative responding. In Phase 3, groups of rats experienced different downshifts from synthesized alternative reinforcement. Groups experienced suspension of both reinforcers (complete downshift), suspension of one reinforcer (partial downshift), or no change (no downshift). The partial downshift produced resurgence, and the complete downshift produced more resurgence than the partial downshift. Second, we conducted a follow‐up analysis by implementing partial downshifts within a multiple‐baseline design. The follow‐up analysis provided additional support that partial downshifts in synthesized alternative reinforcement produce resurgence. We discuss both the theoretical and applied implications of these results.

Effects of effort sequence and type of consequence in an effort discounting task

Ano: 2026

Abstract Effort discounting refers to the decrease in the subjective value of a reward as the required effort to obtain it increases. This study examined the effects of effort sequence and consequence type on effort discounting in human participants. In Experiment 1, all participants completed an effort‐based task—pedaling a stationary bicycle—with potentially real consequences, under both increasing and decreasing effort sequences. Shallower effort discounting and more nonsystematic data were observed in the decreasing sequence condition. In Experiment 2, participants experienced increasing, decreasing, and random effort sequences as well as hypothetical and potentially real consequences. Participants exhibited steeper effort discounting under potentially real consequences, but there was no effect of the sequence of effort presentation. We discuss the importance of assessing nonsystematic data points for conclusions regarding the effects of other variables. Additionally, we discuss the results in relation to prior studies on delay and effort discounting, particularly concerning the role of consequence type.

Establishing emergent analogical spatiotemporal relations

Ano: 2026

Abstract We generated analogies based on observed spatiotemporal relations. In Experiment 1, six adults observed arbitrary stimuli in a spatiotemporal sequence (A1 followed by A2, A3, A4, A5 and then A1). Then they were taught to select the first stimulus following the sample in the presence of one contextual cue X (e.g., given A2, select A3) and to select the stimulus immediately preceding that stimulus in the presence of another contextual cue Y (e.g., given A2, select A1). Finally, they received a conditional discrimination (CD) probe with three‐stimuli samples (3‐SS‐CD) in which the sequential relation between the first two stimuli set the occasion for selecting a comparison with the same relation to the third stimulus (A2A3 A1, select A2). Most participants demonstrated emergence. In Experiment 2, the procedure included a second set of B stimuli and a CD probe with A and B stimuli (i.e., A4, A5, B2, as sample and Bs as comparisons). All eight participants demonstrated emergence. Participants also observed new sequences with novel stimuli, without X or Y, and demonstrated emergence of the 3‐SS‐CD. The results demonstrated a type of analogical responding close to that observed in traditional analogy tasks and found basic learning processes involved in it.

Evaluating contributions of progressive ratio analysis to economic metrics of demand

Ano: 2026

Abstract Progressive ratio analysis (PRA) has been used to quantify the relative reinforcer efficacy of various programmed consequences across basic and applied research paradigms. It has also been used as an alternative methodology for demand‐curve analysis. In this study, we enrolled 96 consenting adults with disabilities to participate in a translational controlled consecutive case series. Specifically, we compensated participants for using an arbitrary response (e.g., a die roll) to demonstrate the circumstances under which they would work to earn preferred reinforcers in both Basis x PRA and progressive fixed ratio analysis (PFRA) paradigms. Using t tests of logarithmically transformed Pearson correlation coefficients, we established that Basis x PRA did not correlate with metrics of demand elasticity obtained from PFRA. However, Basis x PRA significantly predicted multiple metrics of equilibrium observed during PFRA. Consequently, the assessment likely retains prescriptive value across a number of domains.

Evaluating effects of synchronous music reinforcement on increasing treadmill walking speed in a stepwise fashion

Ano: 2026

Abstract This study evaluated the effects of synchronous music reinforcement on walking speed in a laboratory‐based treadmill preparation. Thirty undergraduate students walked on a nonmotorized treadmill for a 15‐min session consisting of an initial continuous music component, three synchronous reinforcement components, and a final continuous music component. During the initial continuous music component (CM 1), participants received continuous access to self‐selected music, and their mean speed was used to set individualized criteria for the synchronous components. In the synchronous components, music was delivered contingent on maintaining a speed of 0.1, 0.2, and 0.3 m/s above CM 1, respectively. During the final component, music was provided continuously. Results showed that 23 of 30 participants (76.7%) demonstrated schedule control by maintaining walking speed above criterion for the majority of synchronous components. Heart rate increased across components in accordance with speed requirements, and ratings of perceived exertion indicated moderate physical effort. Notably, several participants who did not demonstrate schedule control showed increased walking speed during the final continuous music component. Overall, the findings indicate that synchronous reinforcement using participant‐selected music can produce stepwise increases in walking speed, supporting its potential as a socially significant and low‐cost strategy to promote aerobic physical activity.

Evaluating tact instruction in two languages for bilingual children with autism spectrum disorder

Ano: 2026

Abstract Bilingual individuals can acquire two languages simultaneously or sequentially. Study 1 examined the effects of simultaneous instruction (introducing tacts in both languages at the same time) and sequential instruction (introducing tacts in English, followed by a second language after mastery) with four children with autism. Both instructional procedures were effective, but simultaneous instruction promoted better conditional discriminations between the two languages than sequential instruction. Study 2 compared monolingual with bilingual (sequential) instruction with three participants. Teaching tacts in a single language was substantially more efficient than teaching tacts in two languages for all participants. As in Study 1, participants required additional simultaneous teaching after mastering sequentially taught targets to establish conditional discriminations, whereas monolingual instruction required no additional teaching. These results indicate that monolingual instruction is more efficient than sequential bilingual instruction, although sequential bilingual teaching can still be effective. The findings have important implications for designing bilingual instruction.

Evaluation of artificial‐intelligence‐enhanced video feedback to improve manufacturing workers' ergonomic postural behavior: A preliminary investigation

Ano: 2026

Abstract Workers frequently engage in nonneutral body postures that increase their risk of developing musculoskeletal disorders. The purpose of this study was to extend previous research by evaluating whether the provision of information plus artificial intelligence (AI)‐enhanced video feedback could improve manufacturing workers' postural behavior. Four metal manufacturing workers participated in this study. This study's dependent variable was the percentage of time a participant's target body part spent in low‐risk, medium‐risk, and high‐risk ergonomic positions. This study used a nonconcurrent multiple‐baseline design across three participants and a nonconcurrent multiple‐baseline design across two target responses with one participant. The results showed that three out of four participants' postural behavior improved following the provision of information plus AI‐enhanced video feedback. Additionally, an occupational therapist independently evaluated participants' postural behavior before and following the intervention using a validated ergonomic assessment. The occupational therapist's independent ergonomic evaluations corroborated that participants' postural behavior improved.

Further evaluation of component skills that facilitate the emergence of intraverbal tacts

Ano: 2026

Abstract Identifying component skills necessary for the emergence of intraverbal tacts, or verbal responses under control of both a verbal and nonverbal antecedent stimulus, is important because the occasion for this skill often occurs in a child's everyday life. Previous research has begun to identify a sequence of component skills that may lead to the emergence of multiply controlled intraverbals. However, it remains unclear which component skills are necessary versus sufficient. The purpose of this study was to evaluate the effects of teaching a subset of component skills, element tact and intraverbal categorization, to identify the skills sufficient for emergence of intraverbal tacts. A multiple‐probe design was used to assess intraverbal‐tact emergence for five participants diagnosed with autism spectrum disorder during pre‐and post‐element‐tact and intraverbal‐categorization teaching sessions. Emergence of intraverbal tacts was also assessed during recombinative‐generalization probes. Results indicated that intraverbal tacts emerged for all participants following acquisition of element tacts and intraverbal categorizations. As no other component skills were taught, these data suggest that these component skills may be sufficient for intraverbal tact emergence. Implications for identifying necessary component skills and directions for future research are discussed.

Issue Information

Ano: 2026

Issue Information

Ano: 2026