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Abstract When multiple stimuli appear to signal behavior–reinforcer contingencies, control may be divided between those stimuli. Such divided stimulus control depends in part on the value of the outcome to the organism, with stimuli signaling more valuable outcomes exerting stronger control. The present experiment investigated how divided control by past and present stimuli interacts with outcome value. Pigeons responded in a concurrent‐chains procedure in which one terminal link ended with two food deliveries after 8 s and the other link ended with six food deliveries after 48 s. Outcomes were signaled by the response producing terminal‐link entry (past behavior) as well as keylight stimuli during initial links (past signals) and terminal links (present signals). When these sources of stimulus control conflicted, past behavior exerted strong control over terminal‐link responding, overshadowing control by past signals. Some control by present signals was also evident, particularly at later times in terminal links. Additionally, stimuli signaling pigeons' more preferred outcome (smaller‐sooner reinforcer) exerted stronger control than stimuli signaling the less preferred (larger‐later) outcome. These findings highlight the importance of subjective outcome value in stimulus control and demonstrate that egocentric stimuli can exert enduring behavioral control even when other less transient discriminative stimuli occurred in the recent past or present.

Abstract Federal oversight calls for decreased reliance on psychotropic medication to reduce challenging behavior in state foster care systems; however, some professionals may oppose a shift toward using behavioral interventions. This study replicated Almanza et al. Developmental Neurorehabilitation , 23 , 448–456, (2020) and Massey et al. Education and Treatment of Children , 47 , 35–49, (2024) by assigning 115 child welfare service providers to one of four groups: Medication information (Med info), Behavioral information (Beh info), No change control, and Reverse video (Rev vid) control. Participants in the Med info, Beh info and No change groups watched a 5-min video (video A) of a child engaging in low to moderate levels of problem behavior. After watching video A, participants rated seven statements on a 5-point Likert scale. Thereafter, participants were informed that the child received behavioral intervention (Beh info group), psychotropic medication (Med info group), or no changes in supports (No change and Rev vid [participants watched video B first and video A second] control groups). Subsequently, participants watched a second 5-min video of the same child and rated the same seven statements. Notably, video B depicted the same child engaging in slightly more problem behavior than in video A. Although the Med info, Beh info, and No change groups all observed the same videos in the same order, only participants in the Beh info group provided more negative ratings of the child’s behavior for six of the seven statements after viewing the second video (video B). We discuss implications of these findings for children in child welfare systems.

Abstract Clinicians often implement differential reinforcement of alternative behavior with synthesized alternative reinforcement, which involves the delivery of multiple, qualitatively different reinforcers contingent on a single alternative response. Previous research has demonstrated that downshifts in alternative reinforcement cause resurgence. We evaluated whether suspending one of the reinforcers from a synthesized alternative reinforcement contingency produces resurgence and compared this with the amount of resurgence when all reinforcers were suspended. First, we conducted a three‐phase resurgence evaluation with three groups of rats. In Phase 1, target responding produced a single reinforcer (i.e., food or sucrose). In Phase 2, rats received two qualitatively different reinforcers (i.e., food and sucrose) contingent on alternative responding. In Phase 3, groups of rats experienced different downshifts from synthesized alternative reinforcement. Groups experienced suspension of both reinforcers (complete downshift), suspension of one reinforcer (partial downshift), or no change (no downshift). The partial downshift produced resurgence, and the complete downshift produced more resurgence than the partial downshift. Second, we conducted a follow‐up analysis by implementing partial downshifts within a multiple‐baseline design. The follow‐up analysis provided additional support that partial downshifts in synthesized alternative reinforcement produce resurgence. We discuss both the theoretical and applied implications of these results.

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El Sistema de Universidad Abierta y Educación a Distancia de la UNAM, ha representado una alternativa fundamental para ampliar la cobertura educativa. La licenciatura en psicología en esta modalidad ha incrementado continuamente su matrícula; sin embargo, enfrenta desafíos como los bajos porcentajes de eficiencia terminal y la escasez de datos sobre el desarrollo de competencias profesionales de sus estudiantes y egresados. A fin de contribuir a la generación de evidencia, en esta investigación se evaluaron las competencias del ámbito clínico en 26 estudiantes de octavo semestre, a través del Sistema de Evaluación de Competencias profesionales Psicológicas (SECOPP). El sistema consta de 27 ejercicios distribuidos en tres competencias (identificación de casos pertinentes, evaluación diagnóstica y planeación de intervención y evaluación) y tres niveles de complejidad. Se encontraron porcentajes promedio de respuestas correctas del 40% en la competencia de identificación de casos, 43% en evaluación diagnóstica y 40% en planeación de intervención. Los participantes tuvieron mejor desempeño en los ejercicios de menor complejidad, particularmente en identificación de casos. Asimismo, las respuestas correctas disminuyeron en función de la complejidad de los ejercicios. No se encontraron diferencias estadísticamente significativas entre competencias. Se destaca la viabilidad del SECOPP para identificar en qué medida el comportamiento de los estudiantes cumple los criterios del ámbito clínico, y la pertinencia de evaluar el desempeño en otros ámbitos del ejercicio psicológico. Esta evidencia permitirá contrastar el desempeño con los objetivos curriculares y, eventualmente, orientar las modificaciones pertinentes en las condiciones de enseñanza-aprendizaje.