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. 1975 Winter;8(4):435–447. doi: 10.1901/jaba.1975.8-435

Some effects of reinforcement schedules in teaching picture names to retarded children.

C E Stephens, J J Pear, L D Wray, G C Jackson
PMCID: PMC1311876  PMID: 1194139

Abstract

The effects of several different schedules of primary reinforcement were compared in a picture-naming task with retarded children. In Experiment I, number of correct responses and learning rate were higher under fixed-ratio schedules than under continuous reinforcement. In Experiment II, number of correct responses and learning rate tended to be greater under in intermediate than under low or high fixed-ratio schedules. In Experiment III, number of correct responses was higher under interlocking schedules, in which the response requirement increased with time following the previous reinforcement, than under comparable fixed-ratio schedules. Learning rates were generally low and, perhaps because of this, not very different under the two types of schedules in this experiment. Accuracy (i.e., proportion of trials on which correct responses occurred) was typically high and insensitive to variations in schedule and schedule parameter throughout each experiment.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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