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Mors (omsorgsgivers) smil som forsterker for atferd hos spedbarn. Artikkel 2
No full textMaster i læring i komplekse systemerFrom a behavior analytic viewpoint, the human smile is considered to be a conditioned reinforcer because it`s correlated with unconditioned reinforcers like feeding and fondling. However, it`s possible that some aspects of this kind of social stimuli may function as unconditioned reinforcers. Both naturalistic and arbitrary facial expressions have been established as discriminative stimuli for responding or not responding in so called social referencing episodes. The skills might have resulted from the prompt procedures used. A question that still remains to be answered is: How early is it possible to demonstrate with operant methods that the smile has reinforcing functions for infants` behavior? Knowledge about this is considered to be important if, next it is possible to identify the lack of reinforcing function of others`smile. The absence of looking at faces and guidance of behavior by different facial expressions are known as some of the core symptoms in children with autism. The face is an example of a stimulus class that acts dynamically and fluently in natural situations. Conjugate reinforcement may catch some aspects of this dynamic. Here, the first paper is addressing some of the important studies conducted previously on the topic. The second paper reports two experiments with use of conjugate reinforcement: Kicking responses of infants, 2 to 12 months of age, changed the degree of smiling in pictures of their mothers, presented on a monitor, contingent on either amplitude or interresponse times. No result can be used to conclude either way, but the study may raise some ideas for future experiments
Evidensbasert rusbehandling samt atferdsanalytiske begreper og prinsipper: artikkel 1
No full textMultisystemisk terapi (MST) er en evidensbasert behandlingsform hvor familie og nærmiljø rundt ungdommen involveres i behandlingen. Læringsbasert rusbehandling (LBR) er også evidensbasert og bygger på operante læringsprinsipper, og et av prinsippene herfra som blir hyppig brukt er leveringen av forsterkning kontingent på målatferd. Behandlinger der LBR har blitt implementert i MST har oppnådd gode behandlingsresultater blant barn og ungdom med alvorlige atferdsproblemer. Artikkel 2 omhandler nåværende livssituasjon og rusbruk hos ungdommer som var deltagere i den tverrkulturelle studien til Holth, Thorsheim, Sheidow, Ogden og Henggeler i 2005-2006. Ungdommene var på det tidspunktet henvist til MST og mottok tilbud om å delta i studien som omfattet LBR integrert i MST. I 2010 ble totalt 27 familier kontaktet hvorav 27 foresatte og 14 ungdommer ble intervjuet. I tillegg ble det samlet inn intervjudata fra 18 MST-terapeuter. Dette materialet er sammenlignet med datamateriale fra studien i 2005-2006. Hensikten med denne oppfølgingen var å undersøke eventuelle langtidseffekter av den tidligere behandlinge
Different discrimination procedures and affecting variablesd
No full textDiscrimination is a wide field of research comprised of both smaller and larger research areas, such as sensory discrimination, concept formation, and discrimination learning. Discrimination can be defined as learning to differentiate between stimuli through differential reinforcement. Responding in the presence of some properties, or aspects of a stimulus is reinforced and extinguished in their absence. This creates a differentiated responding to certain stimuli, a response only occurring in their presence. Discrimination learning can be taught in both applied and experimental settings with all living organisms. There are two main procedures for teaching discrimination learning, successive and simultaneous procedure. They differ in how the stimuli samples are presented. Simultaneous procedure presents all samples at the same time while successive presents only one at the time. Both procedures operate with reinforcement and extinction. (Catania, 2013).There are other procedures available that combine reinforcement and extinction with negative reinforcement and/or punishment, such as errorless learning (Arantes & Machado, 2011) and learning with correction (Armus, Montgomery & Gurney, 2006). Matching-to- sample procedures (Steingrímsdóttir & Arntzen, 2011) and prompting procedures are also relevant (Cooper, Heron, & Heward, 2007). The following two articles will review and investigate the basics of discrimination learning. The first article will be comprised of a literary overview of discrimination procedures in and its affecting variables. The second will be an experimental article looking into the compared difficulties of simultaneous and successive discrimination procedure in applied settings with animals
Variability
Get PDFMaster i læring i komplekse systemerAfter experiments with shaping new behavior in a publicly displayed porpoise, Karen Pryor and colleagues suggested that creativity and variability could be reinforced directly. Other researchers have followed up this claim in the laboratory, studying different species under different contingencies, and elaborating over several related issues. A major point on the theoretical side is the suggestion that variability be labelled an operant in its own right. The following dispute over this, with referal to what constitutes an operant and whether variability is explained better by already existing basic principles of behavior analysis, is adressed. A few other minor discussions concerning incongruences in experimental results are also treated, among them the basis for the present study in the experimental part of the thesis. An experiment was conducted to examine if lag schedules depending on responses or response classes yield different results. At the same time, the study facilitated two strains of rats to maintain if there would be differences in the variability registered. The hypothesis for both issues was that a difference would be evident in either changeover from baseline, between experimental phases, between groups or between the two strains used, or possibly on all these measures. Eight non-naive rats of two strains (SHR and WKY) were subjected to lag 3 schedules; four rats were required to respond to any of four operanda, the other four were required to respond to all of four operanda. The groups were switched after 16 sessions and run for a further 8 sessions. The overall finding was that there is no difference between lag schedules depending on either responses or response classes, but that higher levels of activity influence variability in genetically predisposed strains
Behavioral Analysis and Confirmation Bias: Examining the Effects of Meaningful Tasks and Explanatory Feedback
Get PDFThis study investigates whether meaningful tasks and explanatory feedback can reduce confirmation bias in participants solving abstract tasks inspired by Wason's (1968) selection task. Two research questions guided this study: (1) Can tasks with meaningful content reduce confirmation bias, and (2) Can meaningful tasks with explanatory feedback improve performance on subsequent abstract tasks? Using an ABAC design, twelve participants were divided into two groups. Group 1 completed meaningful tasks without feedback, while Group 2 received explanatory feedback during the intervention phase. Results showed that meaningful tasks alone did not significantly influence participants' response patterns. However, combining meaningful tasks with explanatory feedback significantly improved performance, with 55.56% correct responses in Group 2, compared to 0% in Group 1 after the intervention. Explanatory feedback acted as rules directing behavior and facilitated stimulus generalization, allowing participants to apply learned rules to new contexts. This study highlights the importance of explanatory feedback in reducing confirmation bias and suggests further research on real-world applications to enhance reasoning skills.
Keywords: confirmation bias, meaningful tasks, explanatory feedback, stimulus generalization, ABAC desig
Cellphone use while driving – a behavioral economic perspective
No full textFrom a behavioral economic perspective, texting while driving involves a trade-off between immediate and delayed outcomes. It is showed behaviorally as a preference for smaller immediate rewards over larger delayed rewards. A literature review constitutes the first part of this paper. The purpose is to examine to what extent previous research has studied and explained cellphone use, or more specifically texting while driving, utilizing a delay discounting procedure. The literature reviewed suggests several potential areas for future research. There seems to be a need for investigating the effect of the information received on the cellphone and how this affects the probabilities of cellphone use while driving. Besides, while distracted driving seems to be pervasive with young drivers, less research has focused on the frequency of these behaviors in other age groups (Pope et al., 2017).
The second part of this paper is an empirical investigation of cellphone use while driving. With a framework especially inspired by Hayashi et al. (2016) and Ingersoll (2017), the decision-making process underlying both texting- and calling while driving within a behavioral economic perspective was examined. The results showed over 80% of the drivers had “initiated”, “read” or “replied to” a text message while driving during the past 30 days. Consistent with previous research, the likelihood of using the cellphone while driving increased as the time until destination increased. In addition, the participants tend to answer a call at a higher rate when driving alone rather than with passengers. A remarkable observation shows that drivers were over 50% more likely to answer a text message that said “Text me as soon as possible” rather than one with “Hi how are you”. Further investigation under more naturalistic conditions is needed to validate these results and to fully understand the variables underlying cellphone use while driving
Reduksjon i forekomst av bekreftelsesfellen: Effekt av to typer trening ved umiddelbare tilbakemeldinger på atferd
No full textBekreftelsesfellen innebærer en tilbøyelighet til å vektlegge informasjon skjevt i favør av egen overbevisning, eller ensidig søke verifisering av en hypotese uten å undersøke muligheten for falsifisering. Bekreftelsesfellen gjør seg gjeldene i trivielle hverdagsavgjøresler, men har også preget internasjonal politikk, påvirket historiske begivenheter, spiller inn på justis-og rettsystemets objektivitetsvurderinger, og medvirker til meningspolarisering via sosiale medier. Det fremstår derfor viktig og samfunnsnyttig å utrede teknikker som kan redusere forekomst av bekreftelsesfellen. I dette eksperimentet blir deltagerne utsatt for to former for tilbakemelding; generell tilbakemelding og utvidet/forklarende tilbakemelding. Formålet er å se på muligheten for å trene deltagerne til å falsifisere på lik linje med verifisere, og dermed lære ferdigheter for bedret beslutningstagning. Hovedfunnet fra datasett basert på 14 inkluderte deltagere tilsier at begge de uavhengige variablene har effekt på den avhengige variabelen, hvertfall på kort sikt. Hos noen deltagere hadde intervensjonen god effekt, og ferdighetene lot seg generalisere utover treningsbetingelsene, mens noen deltagere hadde ingen effekt av intervensjon. Det er undersøkt rekkefølgeeffekt mellom gruppene, og sett på noen mulige årsaker til hvorfor effekten varierte på individnivå. Det er benyttet et «mixed design»
Two procedures for the establishment of conditioned reinforcers
Get PDFMaster i læring i komplekse systemerAs a science progresses, it is possible that some of its defining concepts might be overlooked, and this might necessitate later research and review to clarify what was known and what is currently known of its concepts. An example is the concept of conditioned reinforcers in the science of behavior. The concept once merited whole books but has now been relegated to mere mentions and paragraphs or chapters. This might be because there is a possibility that behaviorist are comfortable in their knowledge that they can establish them at will and as such need not delve further into it. This article reviews literature that presented two possible procedures for experimentally establishing conditioned reinforcers: brief pairings and operant discrimination procedures. The literature review suggests that brief pairings may yield conditioned reinforcers, but these may be short lived. Operant learning procedures, however; seem to establish conditioned reinforcers more effectively. The review also sheds light on some defining properties of conditioned reinforcers. Based on literature reviewed pointing to a possible short comings in brief pairing and the apparent effectiveness of operant discrimination procedures, the article concluded that, there was a need to open research into the establishing procedures of conditioned reinforcer
Tilbakemeldinger som en prosedyre for å unngå å havne i bekreftelsesfellen
No full textAtferdsvitenskap er studiet om at mennesker og dyr oppfører seg på bestemte måter grunnet ulike hendelser i omgivelsene. Blant annet det at ulike hendelser i miljøet fører til at det er større sannsynlighet for at individet gjør en spesifikk handling, dersom denne handlingen har vist seg å være effektiv i fortiden. I denne oppgaven vil ulike studier som har fokusert på å redusere tendensen til å havne i bekreftelsesfellen gjennomgås, og en atferdsanalytisk tilnærming til dette fenomenet vil bli beskrevet. Et eksperiment der to ulike typer tilbakemeldinger ble gitt for å redusere sannsynligheten for å havne i bekreftelsesfellen beskrives. To ulike grupper ble utsatt for to ulike former for tilbakemeldinger. Deltagerne fikk presentert noen påstander, og skulle deretter velge hva slags kort som passet til påstanden, og eksperimentet tar utgangspunkt i Wason sin utvelgelsesoppgave. En gruppe fikk først kun tilbakemeldinger i form av riktig eller galt, og deretter forklarende tilbakemeldinger, mens den andre gruppen fikk forklarende tilbakemeldinger først og deretter enkle tilbakemeldinger. Resultatene viste en klar reduksjon i forekomst av bekreftelsesfellen hos gruppa som først mottok konkrete tilbakemeldinger. En deltager i gruppa som først mottok enkle tilbakemeldinger og deretter konkrete tilbakemeldinger viste generaliserte tilbakemeldinger og to deltagere i gruppa som først mottok konkrete tilbakemeldinger viste generaliserte ferdigheter
Tilbakemeldinger som en prosedyre for å unngå å havne i bekreftelsesfellen
Get PDFAtferdsvitenskap er studiet om at mennesker og dyr oppfører seg på bestemte måter grunnet ulike hendelser i omgivelsene. Blant annet det at ulike hendelser i miljøet fører til at det er større sannsynlighet for at individet gjør en spesifikk handling, dersom denne handlingen har vist seg å være effektiv i fortiden. I denne oppgaven vil ulike studier som har fokusert på å redusere tendensen til å havne i bekreftelsesfellen gjennomgås, og en atferdsanalytisk tilnærming til dette fenomenet vil bli beskrevet. Et eksperiment der to ulike typer tilbakemeldinger ble gitt for å redusere sannsynligheten for å havne i bekreftelsesfellen beskrives. To ulike grupper ble utsatt for to ulike former for tilbakemeldinger. Deltagerne fikk presentert noen påstander, og skulle deretter velge hva slags kort som passet til påstanden, og eksperimentet tar utgangspunkt i Wason sin utvelgelsesoppgave. En gruppe fikk først kun tilbakemeldinger i form av riktig eller galt, og deretter forklarende tilbakemeldinger, mens den andre gruppen fikk forklarende tilbakemeldinger først og deretter enkle tilbakemeldinger. Resultatene viste en klar reduksjon i forekomst av bekreftelsesfellen hos gruppa som først mottok konkrete tilbakemeldinger. En deltager i gruppa som først mottok enkle tilbakemeldinger og deretter konkrete tilbakemeldinger viste generaliserte tilbakemeldinger og to deltagere i gruppa som først mottok konkrete tilbakemeldinger viste generaliserte ferdigheter.publishedVersio
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