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[Reprinted from the Aupnrcan ]ounlar- or MEnrar- DtrtcrrNcv, Yol' 67' No. 3, Novembet, tg6z1
DEFICITS IN ACQUISITION OF OPERANT DISCRIMINA-TION AND DIFFERENTIATION SHO\TN BY
INSTITUTIONALIZED RETARDEDCHILDREN 1
Brarnice H. Bannnrr, Pu.D., AND OcDEN R. LrNosr.ev, Pu.D.2
Haruard Medical School
-FHIS research was undertaken toI ."plor. the discrimination abilities
of retarded children using controlledlaboratory methods lvith automatic pro-graming and recording devices. Theprimary goal was the location, auto-matic measurement, and functionaldefinition of behavioral deficits whichare relevant in both ciinical and educa-
tional diagnosis.Response difierentiation (i.e. making
one response instead of another) and
stimulus discrimination (i.e. respondingto one stimulus instead of another) are
two basic component behaviors de-
manded by complex tasks. To assure
a broad range of sensitivity in measuringdevices and to conserve valuable experi-mental time, identification of deficitsin differentiation and discriminationshould precede investigation of more
complicated components.While there are numerous clinical
psychological tests purporting to detect
deficits which afiect the response of re-
tarded children to the usual forrnaleducational methods, such tests have
repeatedly shown themselves to be non-
1 This research rvas supported by ResearchTraining Crant zM-7oB4 and Research GrantMl--Soi+ from the National Institute o{ MentalHealth, U.S. Public Health Service.
2 The first author rvas solely responsible forconducting the experiments and writing thispaper. The second author designed the ap'paratus and provided the laboratory space' Dr'Barrett is Research Fellolv in Psychology, HarvardMedical School, Department of Psychiatry. Dr.Lindsle y is Associate in Psychology, HarvardMedical School, Department of Psychiatry, andDirector, Harvard il{edical School Behavior Re-
search Laboratory, Me tropolitan State Hospital,Waltham, Mass.
specific; they do not clearly delineatedefects. Furthermore, because of theirculture-bound content, they frequentlyput the child from a deprived environ-ment at an immediate disadvantage.For the severely retarded nonverbalchild, they afford oniy rough esdmateswhich depend upon the judgment andexperience of the clinician who admin-isters and interprets the tests. In allcases, they represent poorly controlledtesting situations in which observer biasand the interaction of the examiner withthe child can have remarkable effects onthe test scores. Perhaps most importantfrom a research point of view is the pro-gressive loss of sensitivity of clinical tests
with repeated administration.Educational technology is now in a
period of rapid advance in the use ofautomated methods (Skinner, 196r).Development o{ these methods is based
on principles of behavior generated fromlaboratory study of the interaction oflower animals with a highly controlledenvironment. Modifications of the basicmethods of free operant conditioninghave been used recently to study the
behavior of mentally retarded children
by Bijou and Orlando (i96r), Orlando
(r9&a, r96rb), Orlando and Bijou
(i96o), Ellis, Barnett, and Pryer (tq6o)'and Zeaman (tgSZ, tfu). Ali have
shown that the method can be used
to obtain fruitful data on retarded
behavior. With full environmentalcontrol, automatic programing tech-
niques, and adequate reinforcing agents'
In"+]
Brernrcs H. Bannprr lNn Ocorw R. Lrxpslay 426 BrarP;cn H. B.rxr
could pull these manipulanda ei
separately or simultaneously, and
could retrieve reinforcements fror
tfay inset on the right of the panel'
Experimental Design
A11 children were started on a
gram designed by LindsleY to kbehavior deficits in psychotic Pat(r958a, r958b, 196z). The desig
diagrammed in Figure r. Each
configuration was presented forminute (Cr or Cz) on a regu
alternating schedule, and either or
manipulanda (M,, Mz) could
operated at any time. Thus there
four possible response conditionreflexes. Pulling the left manipulanwith the left light on (CrMr)reinforced on a fixed-ratio ro scht
greater detail by Lindsley (rqS8b). - Th.
ditioning panel is commercially availabl:Robert C, Dalrymple, zo Fletcher Ave., Lton, Mass.
EXPERIMEDTFFERENTTATTQN Ar
425
these investigations have demonstratedthat the behavior of retarded childrenmay be rapidly brought under stimuluscontrol. Sensitively arranged changesin the programing of discriminative andreinforcing stimuli may readily speed
up acquisition of discriminations, andthe nature of the stimuli supporting thediscriminative behavior may be analyzedwithin experimental sessions.
While the above findings demon-strate th€ efficacy of the free operantmethod for therapeutic and prostheticpurposes in producing apparently "nor-mal" uniformity in a group of retardedchildren, none has been oriented towarddevelopment of devices which auto-matically measure beltaaior deficits.To date, the only systematic applicationof free operant conditioning in the area
of diagnostic measurement is that ofLindsley (tg6o, ry62). In his experi-mental analysis of the behavior ofchronic psychotics, Lindsley has clearlyshown that some of the most clinicallyrelevant data are produced only throughlong-term, continuous, controlled ob-servation. To the clinician this is notsurprising, for there are obvious parallelsin his own training. If he decides, forexample, to use a new clinical tool fordetecting behavior deviations, he mayspend many years using the instrumentbefore he is certain of its value for hispurPose.
This report presents some of thefindings which emerged during a year
of exploratory research with a measure-ment device never before applied tothe study of mentally retarded children.
MerHoo
Subiects
Twenty-five institutionalized mentallyretarded children, ranging in age from
7 to 20 years and in Stanford-Binet IQ
trom 33 to 72, were selected from theWalter E. Fernald State School s with-out regard to diagnosis. These childrenwere studied for periods of time varyingfrom r to 4o hours. The initial group ofseven children, all considered educable,were attending classes regularly. Twochildren were selected from the extremesof a group on whom there were ob-jective data from a matching to sampleautomated instructional program oncoin recognition.a One of tlese childrenhad little difficulty with the program;the other persisted in random respond-ing irrespective of the stimulus materialpresented to him. Gradually orherchildren were added for purposes offollowing leads suggested in the datafrom the original core group. Seven
children were selected because they hada history of seizures. Two children whowere incapable of verbai cornmunicationand were not attending classes withinthe institution were added. Siblinggroups representing both socioculturalretardation and congenital defects werealso included. Since the sensitivity ofthe laboratory device to varying degreesand types of retardation was consideredimportant, a representative sample waspreferred to a "homogeneous" one.
Subject's Enclosure
Each subject was taken to a smaliroom containing only a chair and a
sloping wall-mounted panel on whichwere two lights, each located above aplunger manipulandum.r The child
3 The assistance of Malcolm f. Farrell, M.D.,Superintendent, Clemens Benda, M,D., andBenjamin Matzilevich, M.D., of Walter E.Fernald State School is gratefully acknowledged.Without the excellent cooperation of the FernaldSchool staff and, most importantly, the childrenthemse lves, this research would not have beenpossible.
4 Personal communication from ]. G. Holland,r 96r.
o This experimental room was described inFrcune r. Schematic diagram of erpt
and s
DURATIO N OFEXPERI MENTAL
S ESSIO N
STIMULIALTERN ATE
EVERY MINUTE
RESPONSESEITHER OR BOTHPOSSIBLE AT ALL
TIMES
CU M U LATIVERESPO NSERECO R DS
REIN FORCEM ENTCANDY AND PENNIES
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duction in the rate of CrMz reflexes
below the'rate of the reinforced reflex
(CrMr) indicated the formation ofresponse difierentiation (making one
response instead of another). Reductionin the rate of CzMr reflexes relativeto the CrMt rate indicated stimulusdiscrimination (responding to one
stimulus and not to another). Reduc-
tion in the CzMz rate below the CrMrrate indicated formation of both differ-entiation and discrimination. Main-tenance of high rate on CzMz withconcurrent reduction of the CrMz and
CzMr rates indicated overgeneralizationor defective reality testing. The general
motivational level of the subject was
indicated by the total number of re-
sponses per session.
Procedure
Each child was brought from his
dormitory at Walter E' Fernald State
School to the laboratory at Metropolitan
EXT.
State Hospital for one-hour experi-
mental sessions once a week duringsuccessive weeks. Before the start ofthe first session, each child was intro-duced to the "machine" by E showinghim the two knobs and explaining thatwhen the machine v/as on one of thelights would go on. Ffe rl'as also shownthe reinforcement delivery tray and
told that he could learn to work themachine so that some of the time he
would get a penny or a piece of candy.No further explanation was given. Ifby the end of ro minutes the child hadnot responded on either of the knobs,he rvas told that he would have to"work" on the machine to get his
candies. Only two children failed torespond until given a demonstrationof how to pull the knobs. At no timedid a demonstration include runningofl a ratio to obtain a reinforcement'
The number of experimental sessions
per child was not preset. The purpose
rvas, rather, to use the apparatus as a
BsarRrce H. B.ln
vehicle for observing the behavi,
each child in this fully controlled e:
,mental environment and to detei"whether the method wouldrelevant data on the ability of each
to difierentiate two resPonses aI
discriminate two stimuli. No e
mental changes were introducedthe behavior baselines generate
the previously described Patterdifierential reinforcement had stab
over a number of experimentai se
The nature of procedural change
decided on the basis of questions
by emerging data from each indir'
RBsurrs
The patterns of acquisition reto date range from raPid acqui
which is characteristic of the n
adult (Lindsby, r958a, r958b,
through delayed acquisition, to
quisition in adequately motivate'jects in as many as 4o weekly on
sessions. Smbility in the behavio;
esses of some children has not
reached in as many as 6o rveek
sions. Initial difierential responc
a "superstitious" nature appeal
some of the older children, and n
response stereotypes were imme
shown by others. In those childrteventually reached an optimal L
performance, response di$erentialcurred before stimulus discrimiand the last stage of learning in
the elimination of the overgene
response of relatively high ra
CzMz, or "pulling the knob unr
light" (Barrett, ry62).While the above are general su
statements describing the commo
in the data, the most significanings are the highly individual:sponse patterns, manY of whiclrevealed only after months of t
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Discriminalion
Oifferenliotion and DiscriminotionFrcune z. Schematic diagram {or the functional description of diferentiation and discrimination.
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not sufficient for him to reach a stable
performance with respect to this dis-
crimination function. His difierentia-tion of responses (difierentiation index:lower rate on CrMz relative to CrMr)was considerably more stable, althoughit was subject to occasional temporaryloss (Sessions ro; rlr and z3). Never'theless, this child permanently elim-inated the superstitious overgeneraliza'
+100
+80
+60
+40
+20
o
tion response (high CzMz rate) by the
third hour.While there was some fluctuation in
his motivational level from session to
session (total responses per hour and
number of reinforced responses per
session in lower graph in Figure 3), his
discrimination losses can not be ex-
plained on this basis. Intrasession loss,
especially when occurring in the middle
43o Brerrucn H' B-rn
of a session within a controlled env
ment, can be attributed to nc
extra-experimental factors nor int'
,sion memory loss. Neither can
attributed to experimentai variablecause they were held constant.
The fact that this was the onlyin the group whose mental retardwas attributed to emotional factors
be of considerable significance. C
vational data from t}le laboratorl'gest that sharp drops in his discrirtion tended to occur on days 'clinical symptoms were most obr
It is clear from these data that, in ,
to know the range and patterrvariability in this child's baselin,
haviors, prolonged controlled ob:
tions are necessary. His experirrhistory to date demonstrates a
nomenon often seen in the (
namely that the patielrt who ma
pear fairly intact during the firstmay subsequently reveal pathologra number of months. A one
evaluation of this child may be g
unreliable in predicting his behav
Abrupt intrasession loss. Aft,hours of conditioning, one bo;'
ceeded through half of Session 15
manner indicating he had learne
the requirements of the task (FiguAfter approximately 4o rninutes,no change in the apparatus or th
perimental enclosure, he sud
started pulling both knobs simu
ously under the C5 light configurassociated with reinforcement of
one response (see abrupt onset (
sponding on cumulative recorc
MrMz and C5Mz in Figure
? In his 6rst five sessions this boY :
little change in his initial di-fierential reflttern which was marked by high CtMCzMz rates with few other tesponses.ning with the sixth session, the stimulustions were changed to C5 alternating *'as shown in Figure 4. There was no cha
the reinforcement contingency. C5Mr rt
CNlrJazoo-akJE.
L+-*-r.
IrsrrrurroNalrznp Retnnorp Cnrr.pnrn 429
xIJo
=rdkE-
H Rssponse diffar.nliotionF--. Slimutus discriminolionts-----d Difterentiolion + discriminotion
H Tolol responsrs/6assion(hr.)
F--l Rainforc€d rcsponscs/stssion (30 mln.)
F-----{ SimullonGous rcsponscs/scssion(Ihr')
- 9---9--4---F--v---F--9---F--r--9---v--ts-{--{---V--{--4---9--+-+--V---r-'V--gr-{
4\\\\,,V
,/\L
\r\/\/\/}{'-tr I
\a.r ''
z.oat 3oooa$ zsoo
E 2OOOtrjL rsoo
looo
500
o
r5ro1520 25
EXPERIMENTAL SESSIONSRC 19
Frcurr 3. Slow, sporadic loss of discrimination and infrequent losses,of..di6erentiation, neither of- which is correlated with tle total behavior output of this child.
'uorlJuuxJ uo p3tllej8ojd 3Js./d saxeu3.lr:r{to lle PUB or ug uo po3jo]ulal se^! 8ur
IBrlueregrP JaPun 38uEqf, ol luEtsrsaJ,{rart st ulaDed srql 'soun{reru Surpua,r{q 'aldurrxa roy (se Juauruorrlua letuaur-uadxe aqt ]o aprstno patrreua8 urauedu ,(1qrqo-ld sp^t tl 'dnor8 ar{t ur tseploaqt Suoue aJe.r\ or{dr slrahns ,(q ,(popadeldsrp se.rl tr olurs '(5 a.rnSrg ur rr3g aes) uorssas ptuenrrradxe tsrg aql
1o SuruuiSaq agt re ,(laterpatuur paread-de (par:o;uror oro.tr tr{8rl {al aqt repunro8unld tJal eqt uo sasuodsa; lpo uaq.,rr
lg3r1 grea ;apun ra8unld aql Suqpd)uortEzrluJauo8 o,rrssarxe aql (]r pa.ry\oqs
orllyr usJPlrqr asoqt uJ 'slrafqns ]sourLq uarogs Surpuodsa: potenueregrpun
Iurtrur aqt wor] tuer^ap ,tlssor8 sr ural-tBd luoloda-rd lpue-redde sF{I 'seter
g8rq lra,r tE tq8rl er{l repun raSunld aqt,{1uo Surlind }o teqt ser'r Surpuodsal IErl-ualegrp Ierlrur Jo u.rolled oureJtxa lsouraql'3utpuodsa"t. TauuauS.rp pltlul
'luaureJnsssur snoouBllnurrs Jo]sorr^ap arer;do;dde glrrvr,{geluauri:adxa
Pars,4asuB aq ,(po um qlrq^\ suortsanb
]o flaue,r E sasrBr 'dlleoruqc elqrrdec--red ,(1areq ore r{ln{d\ sernzres rruoll-o,{ru leroJ lBral?lrun or rcafqns sl eq
IBI{I l3?} or{J 'snor^qo 3JE >lsBt Paur?alE u0 alueur-roJ:ed urutsns ol dUIqEs,,{oq srqt Jo srurot ur s8urpug asegr
1o suoirerqdul aql 'rqBI ot aruol3^Er{ tou plno4a s8urpug rlcns ':or.Luqaqs,doq srgt ;o Surprorar l?uortrunt sno-nurtuor tnoqtrdyuorssas letuauruodxaar{t }o r3purewor oqt rnoq8no.rgr palsel
'uorteur{ur.llsrp snpurrls Jo ssol alald-uror ss3l rnq tdnrqe ,(lenba dq pamol
1oI dprder uonenuoJogrp asuodsar
Jo ssol elelduror pur ldnrqe srqa 'Qa-ln8rg ui spJo)er 9J rpoq uo Surpuods-or Jo t)suo uoppns eas) ,(lsnonuuuorssal ]Eg.&{awos q8nogr tluaruar:o3ura:
ou qli.n patsrcosse uonernSguor 93oqt repun Jnf,f,o ot ur8aq Surpuodsa-ralqnop srqt (sotnurur z txau eqt uqtr4\
-puodsar r1153',{:uaSuDuor tualuoJjoJurtj erilur aSueq: ou s?^r ararlJ 't aJnSrd sr uaoqs se
9C rlll,lt SuEeu:at1e 53 ot pa8uuqr 3rJ.a suon-rpuor snlntur]s eqt 'uorssas qlxrs agl gtr.u Euru-ur8ag 'sasuodsal Jarflo ,\aJ gtr/lr ssleJ zWzCpus rhlrC qFH dq pf,{retu ss.n r{Jrr{.lr1. urrl-1ed xaga.r leuuarogtrp lertru srq ur aSueg? alllrlpar{oqs ,{oq sn$ suorssas al\g rsrg slq uI /
; (b e;n8rg ur ztN!13 pue zl irhl]o sprolal oarlglnlunf, uo Surpuods-oJ Jo lesuo rdnrqe oes) asuodse.I euolpo 1o tueru?rroJurar qtrar peler3osse
uonern8guoc lg8g 53 ap rapun dlsno-auetlnrurs sqou>l qtoq 8uq1nd pauutslpappns og 'arnsolcua letuaurr:ad-xa eql Jo sntEJEddB ar{t ut a8uer{l ouqtlrrr (satnurur oi dlareurrxo"rdde rar;y'(i arn8rg) >lset eqt Jo stuauorrnbar aqr
IIB peu:ual p?q arl Sunerrpur reuuurue ur 5r uorssas Jo JIeq g8norgl pepaal-ord ,(oq auo 'Suruortrpuot ]o srnoqfr -roryy 'stol uo$sato.t1u gdn.tqy
'ror^Eqaq sig Surtrrpo-rd ur alqerlarunllsso.r8 aq leu.r pln{l srqi }o uouenlr^JJnor{-euo v 'sqtuour }o rsqurnu ere,ro lSologred paaor lpuanbasqns deurJnor{ tsrg erp 8ur-lnp lretur ,(1rreJ .reed
-de deur oi{r1i tuoit€d oqt teqt dlaueu(oiurp aql ur uoos uelJo uouaurou-aqd e satertsuourep etep ot drolsrq
Istrr?urrlodxa srH 'dressacau oJE suorl-E^r3sqo pallorluol pa8uolord'srorleq-eq eurleseq s,pllql srqt ur .{rqrqer:e,r
Jo suralted pue a8uer aqt ^{ou{
olrapro uI 'legt elep oseqt tuog Jeall sr tI'snor^go tsour srad! siuoldurds [E]rurl3uag.r sdep uo .rnf,3o ot pepuot uon-Eurrurrrsrp srq ur sdorp dcqs leqt tsa8-8ns ,(rote.roqel agi ruorJ EtBp IEuonB^-Jasqo 'acuergru8rs olqrlaprsuol ]o eqdetu sJotrB] Ieuortoru3 ol palnqlrlle sE^{
uonepJrtal ittuatu esoq^r dnor8 agr urpgqe dpo aql se^r srqt tugr trEJ or{I
'tu8tsuof, PIai{ era^/tl dagt asner-aq (seiqrue^
lutuaur.radxe ot patnqirneeq tI uel JaqtIoN 'sso1 lrotuatu uors-soslelur Jou sJolJE] IeluaurrJedxe-BJlxaJaqtreu ol patnqr.tue eq u?f, 'tuour-uoJrAue PolloJluol E urgtr^l uorssas B Jo
'fllgt s1l1r Jo rndtno .ro
Jo Joqtrau ,uoU?qu)rrgrp Jo sxsol luonb
613A
S N O ISS3Soz 9Ilgz
('rq 1) uols6es/sesuods.
('ulu o€) uolssas/scsuor
( Jq ) uo!sse3//s
uollou!u!rcsrp +uo!louru
uollo!1u..
applrl agl ur Eul:rnmo uaq,r. llpr(sso1 uolssase.rlul 'srseq snll uo p:-xa 3q lou u?f, sassol uol]eurursH '(t a-rn8rg ur qde:8 ra,&rol ur u:ad sasuodsal palJolupJ Jo Jxpue rnoq rad sesuodsar plor) uol uolssas rrJo5 la^al lEuorlE^rtorjuI uollBnllng aluos sEAr eJagl ?llr
'rnor{aW ,(q (eler e;,rqz3 g8rq) asuodsa.r
tfi/\/\/\t\,l
/t'\t\I \-\I
^s'rs(NrT'U Nqaco qNv ilxuuyg 'H xcrurvxg otb
6zh Nrruq'uHc cJ
c5
M2
MI M2
reinforcement, but in some cases itcan be broken up by programing dif-ferent stimulus configurations (such as
the C5-C6 alternation shown in Figure
4), though sometimes at the expense of
8 Hatch marks indicate delivery of reinforce-ment for every tenth C5Mr response, TheMrMz record continuously monitors the occur-rence of simultaneous responses (within t25ms, of each other) on both manipulandathroughout the entire experimenul session' Thelower event marker on this record is depressedluring C5 presentations.
INsrtrvuoNeLIzED RETARDED CHILDREN
C6r lz
m.D.L_i- m/l\
| .o MrNUrEs*---] RC2ES 15
other behavior previously stable in theexperimental setting. Experiments inwhich reinforcement is programed forresponses under each of the lightswould capitalize on this generalizedresponse pattern which may be inde-pendent of the experimental contin-gency arrangement.
Response stereotypy. Another im-mediately observable initial patternwhich is even more resistant to control
--'-
RC lOI uo u,*r',,
Frcunr 5. cumulative *_#1,::.:::
is that of pulling the two manipuin regular single alternation rega
of the stimulus conditions (see tr
in Figure 5). While successivt
crimination may be broughteventually by changes in the natr
the Cz stimulus, the single alterr
pattern under the Cr conditionremain unchanged even when fc
added to the right manipula(Mz) or when an aversive conseq
such as shock is programed forMz response. Without the indepe
and simultaneous recording of :
fexes, such data would not be av:
for analysis.
Long-term highl.y aariable acqut
A number of the children pr<
good examples of long-term acqu
with either temporary or progr
losses in either difierentiation c
crimination ability. There is one
however, whose experimental 'l
reveals a number of surprisingThis girl carries the diagnosis o
43243r Bnantcr H. B.rr
cl
%M2
\1,/rl-Ll,/I\
MI
MI
i0
'lI
-l<nUU'
oo-(ttrJEou)\r
I
Frcunn 4. Simultaneous cumulative records showing abrupt _and _ complete intrasession loss of
diflerentiation (CSMz) followed by equally abrupt but less complete loss of discrimination (C6Mr)and sudden ovLrgeneialization (C6Mz) within a single session in a fully controlled environment.8
sporred 8ur:np leql readde plno.4r tI'ruroJ ot ue8aq uonenuaJaltrp asuods-aJ uorf*l JOTBI suorsses 5r ylun atedrs-srp tou prp elnp3qls egl 1o luauoduoruort)unxa oqt Suunp lpueururopo-rd^ppgr cr8eldnuaq lg8rr e ur Surpuodse.ralqnop sql 'sasuodsa.l qtoq ]o tuoru-arJoJuraJ-uou qlr^r palBrlossB sr r{lrr{1r\
'uotltptre3 lq8rr z3 ogr J3pun paJrnllosasuodser alqnop aserp Jo {rr.ro[uur eqJ'uetaq ("l,tltW) Surpuodsa.r snoeuel
lnuJrs Jo ater q8rg e Jnoq aures srql 8ur-.rnp':aaemo11'(rry) runpuelndruerurlel eqr ol Pasra^sJ aluEuruloP siqlrnoq puolas .rag Surrng .luauatrJo]
-ural B parnpord re,rou qciqn ,(zp,q)
urnpuepdrueur rgErr aqt uo pueg lqSrrJag l{ll/rr oJ3/tt uolsses leluaurrradxetsJg aql 8ur-rnp sasuodsa; s,1;r8 srql
Jo tuer rad og 'deorpueq prrsdqd -raqatrdsa6'Surpuodser lenuetu Eurirlo,rurstuaurrradxa ,holeroldxa ssal rarfto ruoJJ
papnlrxa aq /lqeqord plnozlr ags ,pueq
rq8rr aqr Jo {lppseds papnap rltrl&'er8eldrureg cnseds lerqarar prrua8
-uol Jo srsou8urp arJt saIJJEl 1-rr8 srqg's1:ey Sursrrdrns Jo Jeqwnu e sIEOAOJ
,fuorsrg letuaurr.ladxa asoqlr (:a.renoq
'ppqc auo sr a;ogl 'drqrqe uoneulurlrf,-srP Jo uortErluaJagrP Jeglre uI s3ssol
aarssarSord -ro d-re.rodurat Jaqtra gtr.lruonrsrnb)B ur:st-8uo1 yo solduexa poo8pepr,rord uarplrqr aql Jo Jaqunu V' uo urtn b co e I qo rro r2 tttl 3 lrl u. ot-8 u o'7
'srsdpue .loy
elqelre^p ag tou plno^{ etep qrns (saxag
-3J IIe yo Surp.roror snoeuetlnwrs puetuapuedapur rqt tnoqtrdyasuodsar 2141
,(ra,re ro1 paure:8ord sr {roqs sE l{lnsaluanbosuor alrsJala uB uoq^{\ :o (zp,q)
unpuepdrueur rq8rr eql ol pappesI alJo] uer{^ uaAJ pa8ueqrun ureuraJdrur uonrpuol rJ erlt ropun uraneduoneuJatle a18urs agr (snlnurns zO eql
Io ornleu er{l ut sa8urqc dq ,{lpniuerrotnoqe tq8norq eq ,(eur uorteurrulJf-srp a^rssef,rns apqiA '(9 arn8rg uror CU aas) suorlrpuor snlntuits ar{t Jossalp:e8ar uoneuretle a18urs reln8er urepuelndrueu o./nl aql 8uq1nd Io terlt sr
IoJluol ol luElslser ejour ueAJ sr r{:u:ared lrrlrur alqe^Fsqo lprer-tErrl rarllouv 'tdfuoapr asuods;
'lu3uregueJJe l:-unuoJ ptuauruadxa 3{p }o tuel-apw aq deur gcrgru uJOnBd osuopazqerauaS snfl uo azrplrdec p1
stg8g ol{r Jo r{3ea rapun sesuo
"ro; paun:8ord sr tuauralrolural rl:ut stuaurrredxg'Sunlas letueurrriaW ul alquls ,(lsnoraard .rol,reqaq :
8'luauJuo:I^ur pellorluor d11ny e ur uorssas(tngc) uonsulrurrf,slp 3o ssol :laldulor ssJo ssoJ uorssasenur ataldtuor pue lduqE
sr s3z 3u rs3
:, 1/72 -t-r-.ffi-m/l\
sg
Niluo'rlHc 01(r
'9 arocrg
lr
I
0
I
r.5(Jronm(t3o<J'mu)
L._
zc
rsrsoNrT 'u Niro9o aNv
IC
tt 3u
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lNsrrtutrower-rzro Reranpro CsIr-pnnN 433
when no responding pays ofi, this childexpends excessive amounts of energyinvolving her handicapped limb. Thisfinding suggests that physical therapyprocedures with this child which provideprolonged periods of extinction withbrief periods of reinforcement wouldproduce greater exercise of the spastic
hand than would the opposite arrange-ment. In addition, it may be that moreright hand activity would occur if the
opportunity to use both hands togetherwere present. This, of course, is sub-
iect to experimental test.Abnormally low response rares,
Three children, all of whom were on
anticonvulsants, responded at abnor-mally low rates. One of these children
also displayed clinically evident psy-
chotic symptoms, the second produced
higher rates when his medication was
reduced, and the third required a lowerratio of reinforcement to maintain suf-
ficient behavior for a difierential re-
sponse pattern to emerge. The plotteddata for this third child are presented
in Figure 6. Response rates during the
first six sessions under fixed-ratioio (FR ro) were uniformly low (see
lower graph of responses per session foreach of the four reflexes), and no
difierential pattern was shos'n (see
rate index graph). The next three
sessions were programed to determineefiects of lower ratio requirements.Reinforcement of every CrMI reflex
434 Brrrnrcn H. Bennt
(FR r) took two sessions to shorv
eflect (Sessions 7 and 8 in FigureReturn to FR ro at the beginningSbssion 9 produced a drop in respc
rate to the level shorvn in the 6rst
sessions. Obviously the efiects of r
sessions on FR r was not maintairCumulative records of Session 9 sh
ing efiects of successive intrases:
ratio changes indicated that this
responded at higher rates on lo'
ratios. This is most readily seen inlong range efiects of FR ro dur
Sessions ro through r4 followedchange to FR 3 for Sessions r5 thror
zB (Figure 6). Under FR ro, raler
all four reflexes progressively decli
and the previously shown difiererresponding disappeared. The cha
to FR 3 produced a marked facilitaeffect both on total behavior outputon difierential responding. Note, h
ever, that this efiect was quite dela
and was preceded by three sessionr
no change followed by disruptionindicated in the increased rate of r
CzMz and then CzMr, beforechild's optimal difierential patternshown.
It is not surprising that the loratio of reinforcements enabled
child to learn the difierentiationdiscrimination task. Its efiect onrate of responding is unusual eno
to have possible implications fordeficit. Higher ratios most often
duce faster rates of response, provithe nature of the reinforcement is
propriate. In this case, the beha
deficiency is not attributable to a Ireinforcing agent but may be a funcof its intermittent delivery, for he wr
harder and learns more rapidly rv
it is delivered more frequently. A
he may not be capable of "feeli
ratios above 5. The reliability of d
+ R$Ponrc dlft.ranllolloa
---{ Stihulu. di!crinino?ion
&-----6 Difl.r.nliolion + dllcrlni^olion
'z SOOrn0 |
(D CD ouu 1-znlofr +oof
fr * ,ool-o'H oLn*
\ __-_\ r l*--. crur(FRto) |
Y l*c,u" Il-.-.-.,*, I
l** c"y. IIitt,(-
rF.
i5lbls2oz5EXPERIMENTAL SESSIONS
RC 16
Frcunr 6. The delayed eflects of lowered ratios of reinforcement on one child's difierentialresponding and response rates.
X! ++o
z.- +ZO
IJFOE -"o
PJnol uollEurrolur rBlrulrs Jerlleqd\'sqluou Jo Jsqrunu e J3Ao SUOrlsAJas-qo d:ore.loqel pailor]uoJ .parnseaur
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Tql PaPrEl?: Jo dno-r8 egl ui u.{toqsstllgap 3ur>1rr1s Jrour agt Jo /'r3} B tnqaJE e^oqu peqrrtrsep saldurexa aga
NOTSSnCSTC
'suorlenlls tuooJ-sseltr tsotu ur Ierrlcerd sr uer{t luetu-ef,JoJurer tuanbaJt arour Jprlord plnoqssarnparo;d Sururen 'ppgt srfr qlr^rsllnsal lsaq arnpo.ld ot JaPJo ut 'teqlmogs Ilreap EtEp arp .raaaunoq .turod
slqr rV 'pelsol rorprnt aq m/$ sSurpug
eseqt Jo ,firirqeqar ag; '5 aaoqe sorter
,,8ur1aag:,, 1o alqeder aq los leur er1
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-de sr tuaureorolureJ aqt Jo arnteu or{l
pepr,rord tasuodsar Jo sater JetsBJ arnp
-ord uotyo tsour soner -raq8r11 'llgapsrr{ roJ suorterqdurr elqrssod e^Brl olq8noue lensnun sr Surpuodsor ]o atBJ
srq uo lleFa sll '>lsEl uorl?ururrrfsrp
PU? UOI]EI]UAJ3FIP AqT UJBEI O] PIIq]sql PalqBue slueuraf,rolurer Jo oneJre^to1 aq1 legr SursrrdJns tou sr tI
'u.&oqs
serlr u.rauud Isnuarsgrp leundo s,pllqlslqr ?rolaq
"yllzC uaq] pue zIAIzC
lsr5 Io alBr Pasesrlur oql ur P3l8lrpurse 'uortdn.rsrp ,{q po,uo11oy a8uegr ou
]o suorsses ae:qr ,(q paparard su,rr puepa,{e1ap otlnb sem tlego sqt ter{t (re^a
-,trog'ato1q'Surpuodsar lunuoregrp uopue tndrno roraer{rq Ietot uo qlog tlalreo^rlBrrlrleJ pe{r8ru e pornpord t gg ore8urqr aqa'pa;uoddesrp Surpuodsa-r
IErlueroltrP u^\oqs llsnor,ra.rd 3q1 puepaurlssp ,{1a,rrssa:3o:d saxager rnoJ IIE
'o s3ter 'or UC repufl '(9 a-rn8rg) gz
g8no.rgr 9r suorssag io; € gg or aSueqc,{q pa,r'ro11o1 !r g8no:gl or suorssos
Surrnp or UC Jo strega a8urr 3uo1
aql ur u3as ,{lrpuar tsoru sr srql 'sortBJ
ra.{\ol uo sale; raq8rq le papuodsar,{og srgr trqt p3teJTpur se8ueqr oneruorssaseJtur alrssaf,f,ns Jo slrago 8ur-rnogs 6 uorsses
'o spJotrar aAREIntunS
'PauIEluIBuI lou sE/rl I UC uo suolsses
o/t\l Jo spese oql dlsnor,tqo 'suolsses
xrs lsrg arp uI u.{oqs la^ai aql ot otBr
asuodsar ur dorp e parnpo.rd 6 uorsseg
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