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Related Experiment Videos

Precurrent self-prompting operants in children: "Remembering".

J A Parsons, D C Taylor, T M Joyce

    Journal of the Experimental Analysis of Behavior
    |September 1, 1981
    PubMed
    Summary

    Differential collateral behavior, specific to stimuli, improved matching-to-sample tasks in children. Other forms of collateral behavior hindered performance, supporting Skinner's precurrent operant analysis.

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    Area of Science:

    • Behavioral Psychology
    • Cognitive Development
    • Operant Conditioning

    Background:

    • Collateral behavior, actions incidentally trained alongside a primary task, can influence learning.
    • Skinner's theory of precurrent operants suggests that behaviors preceding a primary task are crucial for its successful completion.

    Purpose of the Study:

    • To investigate how different forms of collateral behavior affect children's learning in a matching-to-sample task.
    • To examine the role of stimulus-specific versus stimulus-nonspecific collateral behavior in task acquisition and performance.

    Main Methods:

    • Experiment I trained children on three types of collateral behavior: differential (stimulus-specific), common (single form), or nondifferential (either form).
    • A short-delay matching-to-sample task was administered, using collateral behavior to control task progression.
    • Experiment II manipulated the presence or absence of collateral behavior and varied the delay interval.

    Main Results:

    • Children trained in differential collateral behavior rapidly acquired the matching task.
    • Sample-nonspecific collateral behavior (common and nondifferential) led to slower or failed acquisition.
    • Differential collateral behavior facilitated matching performance, especially under delay, while other forms were hindered.

    Conclusions:

    • Stimulus-specific collateral behavior acts as an effective precurrent operant, enhancing learning in matching tasks.
    • Nonspecific collateral behavior can interfere with cognitive tasks, particularly when delays are present.
    • Findings support Skinner's analysis of precurrent operants in shaping complex behavior and learning.

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