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Animals in psychological research
Published in Clive R. Hollin, An Introduction to Human–Animal Relationships, 2021
The rat's task can be made more complex by, say, making food available if a light is on but not when the light is off. The rat will learn to lever-press when it is light but not when dark, thereby showing a discrimination between light and dark: the light therefore becomes an Antecedent to the rat's behaviour. The sequence of antecedent : Behaviour : Consequence, correctly called a three-term contingency, which emerged from Skinner's experimental analysis of behaviour, provides the framework for the development of applied behaviour analysis. Applied behaviour analysis uses the principles of learning to change behaviours such as delinquency, educational attainment, and mental and physical health (Fisher, Piazza, & Roane, 2013).
A History of Organizational Behavior Management
Published in Journal of Organizational Behavior Management, 2022
Dale M. Brethower, Alyce M. Dickinson, Douglas A. Johnson, C. Merle Johnson
The most powerful methods, described by Sidman (1960), were well-known to a few hundred people familiar with the work of B. F. Skinner at Harvard and Fred Keller at Columbia. Economists called these time-series designs. These methods were not and are not well known to psychologists, educators, social scientists, or managers outside OBM. Part of the excitement of graduate students of this period was the gaps we could fill. We did not know all the answers, but we knew how to find them. Manipulate variables related to the three-term contingency and collect data on the effects (see Sidman, 1960). From the beginning our willingness to be guided by the data was one of the most important biases of people working in OBM; science is more valuable than ideology. The data bias is one of the reasons that establishing professional journals and graduate programs is an important part of OBM history.
Consumer behavior analysis and the marketing firm: measures of performance
Published in Journal of Organizational Behavior Management, 2021
Foxall Gordon R., Oliveira-Castro Jorge M., Porto Rafael B.
Consumer behavior analysis is an interdisciplinary field of research that investigates consumer choice and the situational factors that influence it (Foxall, 2001, 2002). Building appropriate measures of complex consumer choice can help guide the decision-making behind organizational initiatives. In order to explain such behavior, consumer behavior analysis draws specifically on behavioral analysis, operant behavioral economics, and marketing research to elucidate the ways in which reinforcing and punishing consequences influence purchase and consumption behaviors. The Behavioral Perspective Model (BPM) of consumer choice, depicted in Figure 1, has been the dominant integrative device in consumer behavior analysis. The model, based upon the three-term contingency, interprets consumer behavior as occurring within the consumer situation, which consists of the intersection of the current consumer behavior setting and the consumer’s learning history, and as being influenced mainly by the consequences it produces (Foxall, 1990/2004, 2016).
Descriptive analysis and comparison of strategic incremental rehearsal to “Business as Usual” sight-word instruction for an adult nonreader with intellectual disability
Published in Developmental Neurorehabilitation, 2018
David M. Richman, Laura Grubb, Samuel Thompson
Sight word instruction3 is based on whole word discrimination, and is taught using the three-term contingency3: stimulus, response, and consequence. The stimulus is the word presentation, the opportunity for response is the learner’s chance to read the word, and the consequence can differ according to response (e.g., praise following correct response, corrective feedback following incorrect response). According to the review by Browder and Lalli,3 a variety of antecedent and consequence manipulations have been applied to this basic structure, including antecedent prompts (e.g., saying the word, showing a picture of the word) stimulus fading procedures (eliminating or slowly removing the additional prompts), progressive prompt delay (providing an increasing delay between stimulus presentation and additional prompting), contingent reward for correct responding (e.g., praise, a token), corrective feedback for incorrect responding (e.g., “No, the word is ‘cat’), and corrective feedback plus opportunity to respond (e.g., “No, the word is ‘cat’. Say the word”). Systematic prompting, reinforcement,4 and corrective feedback with response repetition5 are components of effective sight word instructional approaches often referred to as systematic instruction.