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Related Concept Videos

Lateralization01:28

Lateralization

Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...

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Related Experiment Video

Updated: May 26, 2026

Collecting Sleep, Circadian, Fatigue, and Performance Data in Complex Operational Environments
08:36

Collecting Sleep, Circadian, Fatigue, and Performance Data in Complex Operational Environments

Published on: August 8, 2019

Preference for fluent versus disfluent work schedules.

Daniel M Fienup1, Ashley A Ahlers, Gary Pace

  • 1The May Institute, Queens College, Flushing, New York 11367, USA. daniel.fienup@qc.cuny.edu

Journal of Applied Behavior Analysis
|January 6, 2012
PubMed
Summary
This summary is machine-generated.

Students with brain injuries may prefer tasks without interruptions. This study found a student chose "no activity" over preferred reinforcers, revealing a preference for fluent work sequences.

Keywords:
brain injuryfluencypreferencereinforcer assessment

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Area of Science:

  • Neuroscience
  • Behavioral Psychology
  • Special Education

Background:

  • Understanding learning preferences is crucial for students with brain injuries.
  • Previous research often assumes reinforcers increase task engagement.

Purpose of the Study:

  • To investigate the unexpected preference of a student with a brain injury for a "no activity" option.
  • To explore the underlying reasons for this preference in relation to task structure and reinforcement.

Main Methods:

  • Two studies utilized concurrent-operants procedures.
  • Study 1 involved preference and reinforcer assessments with a "no activity" choice.
  • Study 2 employed varied concurrent-operants procedures to analyze task-reinforcer relationships.

Main Results:

  • The participant consistently selected the "no activity" option over preferred activities in Study 1.
  • Study 2 revealed a preference for continuous, fluent work followed by reinforcement, rather than work interrupted by activities.

Conclusions:

  • Task fluency and reinforcement scheduling significantly impact preference for students with brain injuries.
  • Educational strategies should consider the structure of work and reinforcement delivery, not just the presence of preferred activities.