The control exerted by a stimulus associated with an extinction component (S-) on observing responses was determined as a function of its temporal relation with the onset of the reinforcement component (S+). Lever pressing by rats was reinforced on a mixed random-interval extinction schedule. Each press on a second lever produced stimuli…

Reports three experiments conducted to investigate factors controlling performance of nonreinforced verbal imitation. (WY)

Six- to 7-month-old infants were tested on their ability to discriminate among three speech sounds which differed on the basis of formant-transition duration, a major cue to distinctions among stop, semivowel, and diphthong classes. (Author/PHR)

It was concluded from the date that satiation plays a determining role in the continued utilization of an acquired response while distraction is a primary determinant of acquisition rate. (Authors)

These findings suggest that a high density of negative feedback induces both reflective and impulsive children to make fewer errors than does positive feedback. (Authors)

In the fall of 2003, the authors corresponded on the topic of private events on the listserv of the Verbal Behavior Special Interest Group. Extracts from that correspondence raised questions about the role of response amplitude in determining units of analysis, whether private events can be investigated directly, and whether covert behavior…

The current study consisted of 2 parts, with the same 4 normally developing 4-yr-old children employed across both parts. The primary aim of Part 1 was to replicate previous research on exemplar training and its impact upon the emergence of repertoires of derived symmetry or mutually entailed relations. In this part of the study, the children were…

The stimulus-familiarization-effect (SFE) paradigm, a reaction-time (RT) task based on a response to novelty procedure, was modified to assess response for novelty, ie., a response-reinforcement sequence. The potential implications of attention for reinforcement theory and learning in general are discussed. (Author/CS)

Research based upon a Ph.D. dissertation submitted to the Graduate School, University of Pittsburgh, and supported in part by U.S. Public Health Service grant MH-1290 and by the New York State Research Foundation.

The results of three experiments involving 6 young children suggest that the generalized imitation effect may not be entirely due to the child's inability to discriminate reinforced fron nonreinforced occasions. Instructional and social variables may strongly influence the generalized imitation effect. (WY)

Study supported by Mental Health Research Grant 605-5-373.