Multiple determinants of transfer of evaluative function after conditioning with free-operant schedules of reinforcement

Charlotte Dack, Phil Reed, Louise McHugh

Research output: Contribution to journalArticlepeer-review

7 Citations (SciVal)


The aim of the four present experiments was to explore how different schedules of reinforcement influence schedule-induced behavior, their impact on evaluative ratings given to conditioned stimuli associated with each schedule through evaluative conditioning, and the transfer of these evaluations through derived stimulus networks. Experiment 1 compared two contrasting response reinforcement rules (variable ratio [VR], variable interval [VI]). Experiment 2 varied the response to reinforcement rule between two schedules but equated the outcome to response rate (differential reinforcement of high rate [DRH] vs. VR). Experiment 3 compared molar and molecular aspects of contingencies of reinforcement (tandem VIVR vs. tandem VRVI). Finally, Experiment 4 employed schedules that induced low rates of responding to determine whether, under these circumstances, responses were more sensitive to the molecular aspects of a schedule (differential reinforcement of low rate [DRL] vs. VI). The findings suggest that the transfer of evaluative functions is determined mainly by differences in response rate between the schedules and the molar aspects of the schedules. However, when neither schedule was based on a strong response reinforcement rule, the transfer of evaluative judgments came under the control of the molecular aspects of the schedule.
Original languageEnglish
Pages (from-to)348-66
Number of pages19
JournalLearning and Behavior
Issue number4
Publication statusPublished - Nov 2010


  • Adolescent
  • Adult
  • Association Learning
  • Color Perception
  • Conditioning, Operant
  • Female
  • Humans
  • Male
  • Motivation
  • Pattern Recognition, Visual
  • Psychomotor Performance
  • Reaction Time
  • Reinforcement Schedule
  • Semantics
  • Transfer (Psychology)
  • Young Adult


Dive into the research topics of 'Multiple determinants of transfer of evaluative function after conditioning with free-operant schedules of reinforcement'. Together they form a unique fingerprint.

Cite this