Search

The string-pulling paradigm has been adapted to investigate many psychological phenomena across a range of animal species. Although varying string length has been shown to influence performance, the nature of the representation remains to be determined. Across three experiments, rats were shaped to pull string to receive food reinforcement. Either string length or reinforcement rate was manipulated to examine the influence on string-pulling behavior. Experiment 1 demonstrated that varied string length was sufficient to elicit an odor discrimination. Subsequent experiments provided evidence that varying string length (Experiment 2) and reinforcement rate (Experiment 3) produced qualitatively distinct patterns of string-pulling behavior. In Experiment 2 rats that received a long string were more likely to pull in the probe string to the end, yet no differences were observed in approach time between short and long groups. However, in Experiment 3 rats that received low reinforcement were less likely to pull in the probe string to the end and were slower to approach the string to begin pulling. These results are consistent with rats using temporal and motivational characteristics to guide responding during string-pulling behavior. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of combining simultaneous prompting (SP) and constant time delay (CTD) (hereafter SP–CTD instructional sequence) in teaching early academic skills to five students with intellectual disabilities (ID). A multiple-probe design was used to examine the functional relationship between the SP and CTD instructional sequence and the acquisition of letter–sound correspondences and number recognition. The results showed the effectiveness of the procedure, as all students acquired their target skills in 7–12 sessions, with an average error rate of 8%. Maintenance effects were assessed at 2, 6, and 10 weeks after the intervention to measure participants' retention of these acquired skills. Three students preserved their skills with 100% accuracy, while two students did so with more than 90% accuracy. The data indicate that instruction consisting of probe trials, 0-s trials, and 5-s trials leads to improvements in early academic skills among students with ID. • The study combined CTD and SP to teach academic skills to students with ID. • The instruction structure consists of probe trials, 0-s trials, and 5-s trials. • The procedure offers learners more opportunities to respond independently. • The results suggest that the instruction was effective. • Students acquired and maintained their early academic skills with minimal errors. [ABSTRACT FROM AUTHOR]