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Discutir a resotução de problemas, tal como interpretada por Skinner, envolvería colocar em foco sua conceítuação específica, estabelecendo conexões corn outros aspectos do comportamento humano, tais como comportamento governado por regras, manipulação de variáveis, auto controle e eventos encobertos. O presente trabalho restringir-se-á ao primeiro dos aspectos mencionados acima: a conceítuação específica da resotução de problemas. Quando Skinner discute a resolução de problemas, ele dá énfase arelação entre o individuo e a sítuação com a qual se defronta. Esta énfase implica em negar a idéia de que exista urna snuação problemática 'ern si'; urna sítuação poderá ou nao ser problemática, dependendo da relação que com ela o individuo estabelece. Se nao é possível falar em situação problemática 'em si', é preciso ter parámetros que permitam sua identiflcação. Ao apresentar o referencial conceitual da resolução de problemas, Skinner faz añrrnações que permitem concluir que dois parámetros devem estar presentes: 1)3 presença de urna condição retorçãdora (positiva ou negativa, já que haveria a possibilidade ou de promoção de urn estímulo reforçador ou de impedimento/ afastamento de um estímulo aversivo), e, 2)a auséncia momentanea de urna resposta que a promoveria. Embora esres dois parámetros sejam identificados, há lacunas na ínterprctação do autor e implicações para o pesquisador interessado em estudar a resolução de problemas. Urna delas, por exemplo, é identificada na questão: Como saber se uma resposta nao está momentáneamente disponivel? Em outras palavras, se a situação não é problemática 'em si', o que o pesquisador precisa observar de modo a concluir que a pessoa se defronta com urna situação problemática? Neste trabalho, omissões na interpretacáo de Skinner e suas tmptícacces seráo apresentadas e discutidas. Além disso, apresentar-se-a urna proposta de indicadores empíricos a serem utilizados para cada urn dos parámetros em questão.

Although the effectiveness of function-based interventions in meeting the behavioral support needs of students with intellectual and developmental disabilities has been explored extensively, the social validity of function-based interventions from the perspective of students with intellectual and developmental disabilities has received less attention in the research literature. Therefore, our purpose was to conduct a systematic literature review of single-case function-based intervention research studies conducted in PK–12 U.S. school settings between 2006 and 2022 to understand the prevalence of the participation of students with intellectual and developmental disabilities in social validity assessments. We identified 142 reports that met our inclusion criteria. Of those, only 11 included social validity assessments involving students with intellectual and developmental disabilities, suggesting a critical need to incorporate student voice in function-based intervention and explore meaningful social validity assessment practices for this student population.

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Abstract The variable‐differential‐reinforcement‐of‐low‐rates (VDRL) schedule introduces temporal uncertainty by requiring organisms to withhold responding for variable intervals, yet its effects on behavior remain largely unexplored. The present study examined rat performance under a 10‐s VDRL schedule, focusing on the temporal organization of responding. Ten rats were exposed to VDRL after baseline training, and performance was analyzed using survival analysis of interresponse times. Results showed a consistent three‐stage structure across subjects, comprising within‐bout responding, an intermediate waiting phase, and bout initiation. This intermediate phase was characterized by sustained but imperfect response inhibition, suggesting adaptive waiting under temporal uncertainty. Disruption via presession feeding extended the observed range of response rates and revealed that longer pauses could increase reinforcement rates despite reduced overall responding. In parallel, we evaluated the reinforcement feedback function (RFF) associated with the VDRL. A Hill‐type function provided a candidate RFF. Moreover, simulated and observed data showed close agreement, supporting the use of computational models in RFF estimation. Overall, the findings indicate that VDRL schedules generate a distinctive pattern of temporally structured behavior shaped by a trade‐off between responding and waiting.

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Abstract We arranged conditions of social enrichment for a group of six pigeons as part of a larger program of research concerned with an animal model of gambling. When not in their experimental sessions, the pigeons lived together in a free‐flying aviary, interacting with each other and with a physical environment that included perches, nesting materials, and nesting boxes. This enabled a range of species‐typical social behavior including courtship, mating, and reproductive behavior. To minimize human involvement and the potential stress of daily captures, we devised procedures whereby the pigeons could choose to exit each day by flying one‐by‐one on cue into a box attached to the porthole door of the aviary from which they were transported to the test apparatus for their daily experimental sessions. By the end of this training, all pigeons were consistently entering the box independently in the presence of their own distinctive cues for transport to the session, and this continued for a maintenance phase during which each pigeon chose to participate in 120 daily sessions. The findings show the power of using reinforcement‐based methods to solve practical problems in animal enrichment and welfare, balancing the welfare needs of the animals with the needs of the research.

Abstract Video games have been used in several studies to investigate problem solving. We present empirical findings from a redesigned touchscreen navigation “grid‐world” procedure resembling the classic video game PacMan (hereafter, “pacman”) played by pigeons. Our objective was to develop a procedure to study insight, similar to that of Epstein et al. (1984). During Training Phase 1, pigeons learned to guide a virtual pacman across a touchscreen arena to a banana goal (triggering an “eating” animation and food delivery) and to navigate around barriers. In Training Phase 2, they learned to traverse portals that transported the pacman across the arena. Each tool was trained in a distinct context: barrier navigation with banana targets and portal use with a green dot target. Finally, we tested for functional generalization of the two learned tools in a series of novel configurations of puzzle tasks (insight tests). Results showed that some subjects were able to learn how to navigate the pacman with a high degree of control and showed evidence for functional generalization and insight.