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AbstractThis study examined a conjugate approach for evaluating auditory stimulus preference for 81 participants using force as a continuous response dimension. First, the researchers used a verbal preference assessment to evaluate each participant's preference for listening to five genres of music. This process identified high‐preference and low‐preference music for each participant. Thereafter, the researchers exposed each participant to the five music genres in a randomized order while using a hand dynamometer to measure their response force to increase the auditory clarity of the music. The results indicate (a) 63% of the participants' high‐preference music genres corresponded to the genre for which they exerted the highest mean force and (b) most participants' low‐preference music genres corresponded to the genre for which they exerted the lowest mean force. These findings are consistent with those from Davis et al. (2021) and further support using conjugate preparations for measuring the relative value of some stimulus events.

AbstractModern medical training consists largely of lecture‐based instruction and in vivo or video modeling of specific skills. Other instructional methods, such as teaching with acoustical guidance (TAGteach), have rarely been evaluated. In this study, we compared teaching with tactile guidance, or tactile TAGteach in which a vibratory stimulus is delivered to indicate a correct response, with video modeling and self‐evaluative video feedback to teach four participants two medical skills: simple interrupted suture and endotracheal intubation. The results showed that both instructional methods improved performance. However, three participants met the mastery criterion in the tactile TAGteach condition first, although this instructional method required more time to train the skills. We discuss the implications of these findings for training skills to medical practitioners.

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AbstractThis study compared the effects of video feedback (VF) as a stand‐alone intervention and video modeling plus video feedback (VMVF) for improving soccer players' static ball control skills. Research has suggested that VF alone and VMVF produce substantial improvements for young athlete's skills, though no studies have compared the two. Therefore, we used a multiple‐baseline‐across‐participants design with embedded alternating treatments to compare VF and VMVF. Two 10‐year‐old female soccer players and one 9‐year‐old male soccer player participated. The first author implemented the VF and VMVF training procedures and assessed the same three target behaviors across participants. The results suggested that VF and VMVF produced similar increases in performance for two of three participants and that VMVF produced slightly greater increases for one participant. In addition, both interventions were effective at substantially improving ball control skills from baseline levels and relative to a control skill.

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AbstractIn synchronous‐reinforcement schedules, the duration of behavior directly controls the duration of reinforcement on a moment‐to‐moment basis. We replicated and extended Diaz de Villegas et al. (2020) by comparing the effects of synchronous reinforcement with two accumulated‐reinforcement schedules for increasing on‐task behavior for seven preschoolers. One accumulated schedule was the same as the one used in Diaz de Villegas et al. and did not include tokens, whereas the other accumulated schedule included the delivery of tokens within session. Furthermore, we assessed preference for the three reinforcement schedules. The results showed that synchronous reinforcement was effective for increasing on‐task behavior for all seven participants. Furthermore, it was most effective for increasing on‐task behavior for three out of seven participants and preferred by all participants. For some participants, other schedules were also similarly effective. The results are discussed with respect to implications for application.

AbstractIn a replication of Daly and K. Dounavi (2020), the researchers evaluated the effect of foreign tact and bidirectional intraverbal teaching on the emergence of untaught relations. Three university students learned three stimulus sets through three types of teaching: native‐foreign intraverbal teaching (vocalizing Spanish words that refer to a Japanese textual stimulus), foreign‐native intraverbal teaching (reversed relation of native‐foreign condition), and foreign‐tact teaching (tacting a picture in Spanish). The researchers used an adapted alternating‐treatments design to assess the differential effect of each teaching condition on the emergence of untaught relations in a foreign language and collected data on response maintenance. The results replicated previous findings that native‐foreign intraverbal and foreign‐tact teachings were more effective than foreign‐native intraverbal teaching despite previous reporting that the maintenance outcomes may be a result of carryover effects.