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From data through discount rates to the area under the curve
Ano: 2024
Abstract The rate of discounting future goods is a crucial factor in intertemporal trade‐offs, upon which depends not only individual well‐being but also that of our planet: How much privation now for a temperate future for our grandchildren? What is the best way to measure how the value of future goods decreases with its delay? The most accurate discount functions involve several covarying parameters, making interpretation equivocal. A universal and robust measure is the area under the discount curve, the AuC . The AuC of a hyperbolic discount function is a logarithmic function of the discount rate, k . The same integral also approximates the area under a hyperboloid function. A simple technique converts each datum into estimates of the discount rate, eliminating rogue data points in the process. These trimmed estimates are converted into areas and tested against data, where they succeed at predicting the AuC and its relation to log( k ).
Further evidence of renewal in automatically maintained behavior
Ano: 2024
Abstract Renewal is a relapse phenomenon that refers to the recurrence of a previously reduced behavior following a change in stimulus conditions. Muething et al. (2022) examined the phenomenology of renewal among individuals with automatically maintained challenging behavior treated at an outpatient clinic. We replicated their findings by retrospectively examining renewal across various topographies of automatically maintained behavior treated at an inpatient hospital, and we extended their work by also examining differences across subtypes of automatically maintained self‐injurious behavior. The prevalence of renewal was comparable to that observed by Muething et al., supporting the notion that automatically maintained challenging behavior is susceptible to relapse phenomena. Furthermore, renewal was twice as likely to occur for individuals with Subtype 2 versus Subtype 1 self‐injurious behavior, providing additional evidence of behavioral differentiation between subtypes. Our findings suggest that even after apparent stability in treatment, practitioners should remain vigilant for the recurrence of automatically maintained behavior during generalization.
Habit and persistence
Ano: 2024
Abstract Voluntary behaviors (operants) can come in two varieties: Goal‐directed actions, which are emitted based on the remembered value of the reinforcer, and habits, which are evoked by antecedent cues and performed without the reinforcer's value in active memory. The two are perhaps most clearly distinguished with the reinforcer‐devaluation test: Goal‐directed actions are suppressed when the reinforcer is separately devalued and responding is tested in extinction, and habitual behaviors are not. But what is the function of habit learning? Habits are often thought to be strong and unusually persistent. The present selective review examines this idea by asking whether habits identified by the reinforcer‐devaluation test are more resistant to extinction, resistant to the effects of other contingency change, vulnerable to relapse, resistant to the weakening effects of context change, or permanently in place once they are learned. Surprisingly little evidence supports the idea that habits are permanent or more persistent. Habits are more context‐specific than goal‐directed actions are. Methods that make behavior persistent do not necessarily work by encouraging habit. The function of habit learning may not be to make a behavior strong or more persistent but to make it automatic and efficient in a particular context.
Henry S. Pennypacker, 1937–2023
Ano: 2024
Hyperbolae
Ano: 2024
Abstract Hyperbolic relations between independent and dependent variables are ubiquitous in the experimental analysis of behavior, mentioned in over 150 articles in the Journal of the Experimental Analysis of Behavior . There are two principal forms of hyperbolae: The first describes the relation between response rate and reinforcement rate on variable‐interval schedules of reinforcement; it rises asymptotically toward a maximum. The second describes the relation between the current equivalent value of an incentive and its delay or (im)probability; it falls from a maximum toward an asymptote of 0. Where do these come from? What do their parameters mean? How are they related? This article answers the first two questions and addresses the last.
Idiosyncratic effects of interviewer behavior on the accuracy of children's responses
Ano: 2024
Abstract Children are interviewed to provide information about past events in various contexts (e.g., police interviews, court proceedings, therapeutic interviews). During an interview, various factors may influence the accuracy of children's responses to questions about recent events. However, behavioral research in this area is limited. Sparling et al. (2011) showed that children frequently provided inaccurate responses to questions about video clips they just watched depending on the antecedents (i.e., the way a question was asked) and consequences (i.e., the response of the interviewer to their answers). In the current study, we replicated and extended the procedures reported by Sparling et al. and found that two of five children were sensitive to the various antecedents and consequences that we manipulated. Our findings indicate a need for more research in this area to determine the relevant environmental variables that affect children's response accuracy.
Implementing culturally responsive and trauma‐informed practices with checklists and goal setting
Ano: 2024
Abstract We discuss the use of two empirically validated behavior‐change methods—checklists and goal setting—and designed a checklist to assist behavior analysts in improving their behavioral services to be more culturally responsive and trauma informed. We also present pilot data evaluating the use of the checklist and goal setting on the inclusion of culturally responsive and trauma‐informed practices in behavior support plans designed for students in a public school. The training package was effective for both participants, and the participants' weekly goals corresponded to the observed changes in their behavior plans. Moreover, both participants strongly agreed that the checklist was valuable and easy to use and reported increases in their perceived abilities to implement culturally responsive and trauma‐informed practices posttraining.
Improving undergraduate students' email etiquette with computer‐based instruction
Ano: 2024
Abstract Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer‐based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social‐validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants.