The Effects of a Conflicting Instruction on a Fr 5 Performance

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The purpose of this experiment was to evaluate the effects of a conflicting instruction on FR-5 performances by an ABABC design. After all four college students were consistently pressing 1-5-3 followed by sound-clips, the schedule value changed to FR-5 (A). Then they were presented with the written instruction "Press 426" (B) in addition to the previous condition. In the last condition (C), 1-5-3 responses were then scheduled for extinction in three participants and the reinforcer was changed from sound-clips to points for one participant. The results showed that unlike previous experiments, instructions did not override the scheduled contingencies. Instruction-following occurred … continued below

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Koremura, Yuka May 2001.

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  • Koremura, Yuka

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The purpose of this experiment was to evaluate the effects of a conflicting instruction on FR-5 performances by an ABABC design. After all four college students were consistently pressing 1-5-3 followed by sound-clips, the schedule value changed to FR-5 (A). Then they were presented with the written instruction "Press 426" (B) in addition to the previous condition. In the last condition (C), 1-5-3 responses were then scheduled for extinction in three participants and the reinforcer was changed from sound-clips to points for one participant. The results showed that unlike previous experiments, instructions did not override the scheduled contingencies. Instruction-following occurred only when there were no other contingencies (i.e., extinction of 1-5-3) or the scheduled reinforcer for FR-5 performances was weak.

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  • May 2001

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  • Sept. 25, 2007, 9:33 p.m.

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  • July 8, 2015, 2:42 p.m.

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Thumbnail image of item number 1 in: 'The Effects of a Conflicting Instruction on a Fr 5 Performance'.
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Koremura, Yuka. The Effects of a Conflicting Instruction on a Fr 5 Performance, thesis, May 2001; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2753/: accessed May 26, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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