FACULTY OF HUMANITIES

PROFESSIONAL SCHOOL OF PSYCHOLOGY

THESIS

Positive reinforcement in complex behavior: the bridge of a rat's learning

albina

AUTHORS:

Chiclayo Juarez Carlo Miguel

Chozo Cajusol Karolina Elizabeth

Calderón José Junior Iglesias

Salazar Galindo Angi Paola

Saldaña Yovera Laura Liseth

ADVISOR:

Gozzer Minchola

RESEARCH LINE:

Experimental Psychology

Pimentel - Peru

(2019)
INDEX
I. INTRODUCTION....................................................................................................... 4
1.1. REALITY PROBLEMATIC:...................................................................... 4
1.2. WORKS PREVIOUS....................................................................................... 5
1.3. THEORIES RELATED TO THE TEMA ...................................................... 10
1.3.1. Operant conditioning:............................................................................ 10
1.3.2. Positive reinforcement:.............................................................................................. 11

1.3.3. Molding:................................................................................................... 11
1.3.4. Reinforcement program: ............................................................................ 11
1.3.5. Discrimination:.................................................................................................. 13
1.3.6. Chaining:............................................................................................... 13
1.4. FORMULATION OF THE PROBLEM:........................................................... 14
1.5. JUSTIFICATION FROM THE STUDY:................................................................ 14
1.6. HYPOTHESIS ....................................................................................................... 14
1.7. OBJECTIVE:15
II. METHOD:15
2.1. Design of investigation:.................................................................................... 15
2.2. Variables, Operationalization: 15
2.3. Population and shows:......................................................................................... 17
2.4. Techniques and data collection instruments, validity and reliability:.. 17

III. RESULTS............................................................................................................. 18
3.1. STAGE PRE-EXPERIMENTAL........................................................................ 18
3.2. PHASE EXPERIMENTL ................................................................................. 19
IV. Bibliographic Reference.............................................................................................. 24
 Summary

Keywords:
I. INTRODUCTION
1.1. PROBLEMATIC REALITY:

This research will be developed to show the series of behavior of

reinforcement, for this reason Skinner's theories have been taken into account, since it is considered.

considered one of the most prominent psychologists and philosophers within the theory
of learning, representing the theories of reinforcement and conditioning
operant. Some of these experimental procedures that induce effects of
reinforcement (Exposition Prevention of Response), is characterized by having
variations in the magnitude, quality, delay, or in the presentation schedule of the
reinforcers during acquisition and why these variations occur in a way
surprising for the subject, at least the first few times it happens.

In this case, an example is Thorndike's law of effect (1898) (cited by Pellón,

2013), this principle states that stimulus-response (S-R) associations are
are strengthened with reinforcement and that with a higher frequency of associations (E-R),

major response. Through these studies, various theories have been compiled.
allowing for effective, orderly, and rational development according to the
conditions.

Likewise, numerous investigations and theses have been conducted on the impact of
disruptive behavior in the educational field, emphasizing the importance of context
socio-familial in which the individual is exposed during their early years of
life. (Fernández, 2005). As the current situation is brought about by the
behavior problems, that is to say, behaviors that negatively affect
oneself and the environment in which one lives and/or performs (family, school, society),
They lead the individual to break the norms of coexistence and deteriorate development.
personal and social issues that afflict the population, such as violence, crimes and
violations, which are contributing factors to psychological disturbances such as
stress, anguish, panic, insecurity, uncertainty, etc.

Therefore, this research is considered of utmost importance, as

As part of this society, it is necessary to ensure that the human being self-actualizes, given that

the control and good management of behavior is essential for achieving

stability of stocks.

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 Thus, the research carried out is not only intended to carry out
experiments, but to reserve scientific knowledge that benefits us in the future
research work and even in the day-to-day of our professional career. It is
for this reason, we have as a fundamental base the applied knowledge by
Skinner, where the effectiveness of positive reinforcement is evidenced and how it can...
satisfactorily optimize the behavior of the living being. Therefore, there will be allusions
the following investigations.

1.2. PREVIOUS WORKS

INTERNATIONAL

Martínez (2013), in his research titled 'Positive reinforcement as a strategy

motivational in the primary education classroom – didactic proposal. The objective of
this research was to motivate the participating students within their environment
school and develop coexistence inside and outside the classroom. To achieve this, he designed
a teaching proposal based on the use of positive reinforcement, using others
strategies and the token economy system. Worked with a classroom of 26 children and
girls where she took on the task of researching their likes, found that the boys
they were collecting Invizimals stickers, the girls were collecting stickers and
others played video games, used as a reinforcer of good behaviors, 10 minutes
of free play for everyone, for which he offered that the students who respected the
turns, participate in class, pay attention, be more organized, take care of and use the
they were going to get happy faces and anyone else who has happy faces was going to
to win as a prize what they liked, for the kids who liked Invizimals cards
and stickers they gave them cards to continue collecting among classmates and the
Those who liked video games would go to the computer lab to play for 10 minutes.
Finally, the conclusion of her research was that the majority of the students had
good grades, improving their skills, gained better classroom control,
managed to encourage camaraderie, a participative environment, coming to consider
that the reinforcer is an effective work tool for working in contexts of
teaching-learning.

In other words, this author suggests to us that for this type of students there
needs certain incentives to help them in their desire for improvement and thus achieve
the improvement of educational work. Therefore, educators must know strategies

5
motivational (special ways of speaking to students, motivation techniques)
in the face of tasks, teaching resources and attractive methodological proposals for the
students, etc.), which, in some way, help them to create study habits, to
to get involved in what they do and to allow them to improve their academic performance;
and likewise the teacher can perform their work more easily and effectively.

Ferri (2014), in the research titled 'Behavioral intervention in a child case

of feeding problems," he considered that they were continuous problems in the
childhood, but they could be modified with treatment from a professional
efficient. Aiming to evaluate a behavioral intervention aimed at
re-educate eating habits in a clinical case of a child. The case was treated
through techniques of positive reinforcement, extinction, shaping, modeling,
cost of response and the gradual introduction of new foods. This shows a
self-learning characteristic of human beings as it will involve general factors where
lacks motivation or disinterest in consuming food. Their
Results evidence that the child has evolved in relation to the interest in eating.
new foods as the treatment progressed, it was achieved that although he did not eat
At least half of it should be consumed in total, with family support as a reinforcement.

It can be determined from the research conducted that there are factors
emotional and environmental factors that influence motivation and learning of
new behaviors, likewise progressive advancement was evidenced in relation to his
modification of behaviors that were carried out by the techniques used
by the professional, however it was not fully completed due to the fact that there were no
reinforcement within their social bond, but there was an improvement.

This research contributes to the positive reinforcement towards our subject.

experimental, because we will be able to know the different environmental factors that
they could affect or delay our experiment, as well as know the progress
progressive that our experimental subject may have in relation to continuity
about how we reinforce it.

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NATIONALS:

Matta, Melgarejo and Sotelo (2015), in the research titled 'Effect of the
application of the continuous reinforcement program in the behavior of the subject
experimental "Palomo Brown" in Nuevo Chimbote, 2015 -II" where it had as
objective to verify the process of the effect of the application of the program of
continuous reinforcement in the behavior of the experimental subject. Worked with a
Castilla dove, at the age of 6 months, weighing 30 grams, measuring 22.
The research was of an experimental type, using direct observation and recording.
of frequency behavioral measurement. Which used observation in order to
to know what the reaction of the behavior manifested by the experimental subject is
"Palomo Brown" being the main objective, shaping this behavior using
a reinforcer or food that will serve as a motivator for the subject to reach
carry out the expected behavior. Thus coming to the conclusion that the program of
Continuous reinforcement has proven reliable to remain able to continue being
executed in a future in the area of behavioral modification, likewise achieves
discriminate with the application of reinforcement (Food).

In the research of this author, the application of the program is evident.

continuous reinforcement which was carried out with a pigeon (experimental subject),
where observation was used to understand the reaction of their behavior
manifested, for which it was shaped by the use of food to be
stimulated and achieve the desired behavior, reaching a reliable conclusion regarding the
continuous reinforcement program, and in this way be taken into account
for future executions of the same.

Urpeque and Azabache (2016), the research titled 'Effects of the techniques of
behavior modification in the complex behavior the secret maze of a rat
albina took place at the Laboratory of Experimental Psychology at the University
César Vallejo Private, where the respective use of the techniques was argued
behavior modification in the analysis of the complex behavior of an albino rat.
Likewise, the research conducted is of an experimental type since it was manipulated
one of the variables (independent) to be able to observe the effects of the other
dependent variable. The objective is to determine the effects of the
behavior modification techniques in complex behavior The Secret Maze

7
in an albino rat, and to obtain the conditioning of complex behavior, one
worked with a two-phase design called Unconditional Biconditional,
this program is intra-subject and contains two variables, the first (A) which is the line
base, then the second (B) is the application of the independent variable. The choice
The experimental subject consisted of the acquisition of a male albino rat of 5
months, which was named Sam and for the optimal development of the experimentation
they established parameters, such as the subject's weight control in order to
keep it in a state of food deprivation for 23 hours before performing the work
experimental, and whose work is based on the physiological motivation of hunger. It
chose the reinforcer (food), as well as adjusted the work environment and
the variables were controlled. Finally, it could be concluded that the experimental subject
achieved stimulus discrimination and the increase of a complex behavior
thus corroborating the validity of the hypothesis proposed at the beginning of the research.

It can be determined from this research that the learning that was instilled in
the experimental subject was finalized, thus revealing that due to the
Reinforcement of a behavior, the subject will respond to its continuity,
this could favor our understanding of operant conditioning, so
it will be very useful for future research interested in the
human behavior, also being a good contribution to our experiment.

LOCALES

Díaz (2014) refers that the Señor de Sipán University in Chiclayo conducted a
Research "Effects of reinforcement on the complex behavior of lever pressing"
from the modified Skinner box in an albino rat" with the aim of manifesting and
check the judgment of learning which occurs through reinforcement and
approaches given continuously through molding and
chaining in the experienced subjects, all this is executed with the
purpose of exposing to reinforcement (food), playing an important role in the
learning of behavior in the experimental subject.

This research shows a similarity to human learning, with this it

you can verify that human beings react in the same way to different
reinforcers to carry out certain activities, that is to say, constantly the human being
it is conditioned. Thus, from this research it is possible to estimate that the great

8
importance of these reinforcements achieves the origin of motivation and desire of
to put more effort into certain everyday tasks that are carried out in our
existence.

Likewise, this research contributes to the learning obtained

our experimental subject as a result of the conditioning given to it, leaving the
behaviors obtained that did not favor their satisfaction in active behaviors where
he will receive his reward and will do it more frequently, of which he
learning to perform that behavior.

Landauro (2015), in the research "Social skills and resilience in students

from a secondary school in Chiclayo, 2015," states that they influence satisfaction
of the individual; which will be presented verbally and non-verbally expressing the
feelings, preferences, opinions, etc. of the human being while respecting the
achieving not only personal satisfaction but also social reinforcement that
will allow a general balance of the individual. For social skills are
complex behaviors learned and internalized and depend entirely on
environment and its reinforcement; the level of relationships will depend greatly on them
interpersonal relationships of the subject; with the latter having a great influence on the emotional state

of each person. Some verbal elements that have been found important in
socially skilled behavior has been, for example, expressions of attention
personal, positive comments, asking questions, verbal reinforcements, the
use of humor, the variety of topics, expressions in the first person, etc.

This research shows an important similarity about the learning that goes
obtaining the person through the appreciation or observation of behaviors
carried out by other people being a reflection of everyday life, in the
interpersonal relationships and among others, from which the subject begins to take,
experimenting and imitating everything it perceives, in a pleasant manner,
satisfactory where I find my own benefits which will reinforce it
frequently, putting aside that which may harm their mood.

Thus, this research cooperates with the complex behavior of our subject.
experimental because it is shaped according to how we proceed.
stimulating in the sessions that are held through a small piece of food
in order to achieve a expected behavior, accordingly the subject when seeing themselves

9
 satisfied will carry out the behavior much more frequently to obtain what
needs (food).

1.3. THEORIES RELATED TO THE TOPIC

1.3.1. Operant conditioning:
Quispe (2016) defines operant conditioning as a process in which the
the influence with which a behavior occurs depends on the consequences it has.
behavior also refers to a process in which the frequency with which it is
a behavior occurs, it is modified or altered due to the consequences that it
conduct produces in such a way that it consists of a set of principles regarding
the behavior and the environment, which can be used to provide a
scientific and objective description of behavior and the environment in which
it manifests, a group of techniques and procedures aimed at study
experimental behavior in the laboratory that have been demonstrated
experimentally aims to understand behavior through
knowledge of the factors that modify behavior.

According to the author, operant conditioning is a process that influences behavior.

seeing how this is changing over a certain time and frequency
which will cause certain changes to be generated within an environment.

On the other hand, Vásquez and Reyes (2017), operant conditioning is a science
behavioral experimentation. In other words, it is a process in which the frequency
with what is occurring a behavior, it is modified or altered due to the
consequences that this behavior produces. Over time, conditioning
operant has become a true approach to scientific psychology. It
what generally characterizes this approach is, on one hand, a determinism in
behavior, and on the other hand an experimental analysis of behavior. Likewise,
is distinguished by its interest in the study of operant or instrumental behavior, without
neglect the study of reflective behavior.

According to the mentioned authors, they describe operant conditioning as a

central factor that focuses on the behavior of the living being before and after and how
These are modified over time either by an eternal stimulus or by them.
the same through what they perceive.

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1.3.2. Positive reinforcement:

Armas, Cruz, Deza, Pinillos and Azabache (2015), It consists of presenting a stimulus or
add something to a situation, contingent on the response, that increases the probability
of what happens in that context. A positive reinforcer is a stimulus that, when
follow the answer, increase the likelihood of it happening again in the same
situation. The stimuli that typically serve as positive reinforcers are the
food, water, compliments, stickers, privileges, and good grades.

Primary and Secondary Reinforcers:

Primary reinforcers are stimuli such as food, water, and

coats because they are necessary for survival. A good part of behavior
human that is maintained for prolonged periods is directly associated
with them. Secondary reinforcers are stimuli that become conditioned by
association with primary reinforcers. A child's favorite bowl becomes
as a secondary reinforcer due to its association with milk (the reinforcer
secondary reinforcer that is paired with more than one primary is a
generalized reinforcer. Thus, people work long hours to earn the salary (a
generalized reinforcer) that is allocated to food, rent, and other goods.

1.3.3. Molding:
According to Caballo (as cited in Armas, Cruz, Deza, Pinillos, and Azabache, 2015),
Determines that it is a procedure to increase the occurrence of the behavior that
it has a zero (or almost zero) level of occurrence. Shaping involves reinforcing
increasingly closer approaches to the target response.” (p.91).
Likewise Cloninger, Susan (2003) (as cited in Ramos, Ramos and Salvador,
2018), "They are techniques that can increase (reinforcement and reinforcement
negative) or decrease (punishment and extinction) the frequency of the existing behavior.
(p.13)

Reinforcement Program:
According to Swartz (1996), it refers to the frequency and regularity with which it
reinforces a new behavior by influencing the speed with which the subject or person
learn and the time in addition to the frequency with which it is repeated.

11
 Márquez, Díaz, and Cazzato (2007) detail that among the strategies to modify the
Behaviors that can be mentioned:

Continuous Reinforcement: The reinforcement is administered every time it is emitted.

behavior since it is the most suitable program for the acquisition of a behavior, its
the main advantage is to partner quickly and effectively, but if the reinforcement is
eliminated, the behavior also extinguishes quickly.

Intermittent or Partial: The reinforcement is presented, but selectively or

determined, as it allows maintaining skills or behaviors. Here are the answers
obtained through this type of reinforcement take much longer to extinguish.

Interval: It is based on the time that elapses between the reinforcement of the behavior and

this can in turn be variable or fixed. The use of a taker is important

time (stopwatch).

Reason: It is based on the number of times the behavior is repeated between reinforcement and

This can be fixed or variable. It is important to use a counter.

On the other hand, Pozo (2018) explains:

Interval Programs: They establish that a certain amount of time must pass since the
achievement of the previous reinforcer before the required response occurs again
strengthened.

Fixed Interval: Here the time required to maintain is constant.

deliver the following reinforcer, and they will reinforce the response after it has been
a time has occurred always the same, since the last reinforcer was granted.

Variable Interval: There will be variation in the amount of time required

to elapse between one reinforcer and the next, for example, from seconds to
hours, from the last reinforcement before the response is reinforced,
giving rise to averages of intervals between reinforcers.

12
Reason Programs: Establishes that a certain number must be issued
answers before the last one is reinforced,

Fixed Rate: The number of required responses is always the same, that is,
the number of required responses for reinforcement must be constant.

Variable Reason: The number of responses varies from one occasion to the next
irregular way.

It is concluded that reinforcement programs are guides or guidelines.

that establish the moment when the reinforcer will be provided against the
appearance of a behavior. On the other hand, it changes if the type of program is rational.
the interval since the first is the number of times the behavior is repeated,
however, the second is focused on the relationship to time. Thus, these are
very important because they will be used to obtain as a result the
response that is wanted to be logged.

1.3.5. Discrimination:

Feldman (2001) states that "A discriminative stimulus signals the probability that
a response is followed by a reinforcement" that is to say, that discrimination occurs
when the experimental subject can distinguish between two or more similar stimuli the
correct, since this is the one that has been reinforced.

1.3.6. Chaining:

According to Paramio and Antonio (2003) (as cited in Ramos, Ramos, and Salvador, 2018)
The chaining process consists of the formation of a complex behavior to
starting from several simpler behaviors that are already part of the behavioral repertoire
of an animal." (p. 13)

On the other hand, Skinner (as cited in Armas, 2015) "defines it as a chain
when a response from the organism produces or alters some of the variables that
"control another response." (p. 91)

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1.4. FORMULATION OF THE PROBLEM:

What is the effect of positive reinforcement on complex behavior?

learning of an albino rat?

1.5. JUSTIFICATION OF THE STUDY:

This research entitled 'Positive reinforcement in behavior' is proposed.

"complete the learning bridge of an albino rat" in order to verify
how operant conditioning can be of great use giving us
determined solutions for certain situations we find ourselves in,
through the provision of reinforcement or punishment.

This research work is based on the learning that will be obtained as

psychology students to verify the importance and effectiveness of reinforcement
positive, as well as demonstrate that through the shaping technique it is possible to
install a countless number of behaviors; we chose to carry out this experiment with the
end of learning and consolidating the basic theory of operant conditioning, which
responds as an alternative to the need to solve simple problems,
through the use of operant conditioning; it will also serve as a precursor
for the field of experimental psychology.

This research seeks to encourage interest in conducting similar research.

nature. The target audience of this work is those people who
are interested in learning in depth about experimental psychology; to learn
the way we understand and thus put them into practice is especially directed
to the students of the psychology program, serving as a means in the process of
his learning.

Likewise, the usefulness of the work is methodological, as the techniques used in

the process of modifying behaviors can be used in later
research with human and/or animal subjects.

1.6. HYPOTHESIS

If positive reinforcement is given, then the complex behavior of the bridge will be obtained.
from the learning of an albino rat

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1.7. OBJECTIVE:

Determine the effect of positive reinforcement on complex behavior the bridge of

learning of an albino rat.

II. METHOD:
2.1. Research Design:
In this research, the Biconditional Univariate design will be used, which
present the following scheme:

A-B
Where:

A = Observational baseline.
B = Behavior modification phase.

Thus, in condition A, observation was used as the main tool and

in this way be able to perform a cumulative record of the emission of behaviors in
free form executed by the experimental subject. Three sessions were conducted for this.
weekly with a set time of thirty minutes, for which the subject (Lilo),
it was at an experimental weight

In condition B, the experimental subject (Lilo) was obtained through shaping.

the desired behavior (lever press) and food was given to him (positive reinforcement),
through the molding process with the help of various programs of
intermittent reinforcement (fixed ratio, variable ratio, and fixed interval) was worked on
the techniques of stimulus discrimination and chaining to achieve development
the complex behavior lever pressure.

2.2. Variables, Operationalization:

The following will present the operationalization of the variables:

Independent Variable (IV): Positive reinforcement was given to our subject.

experimental (lilo), in small parts each time I performed the complex behavior
lever pressure in biped position.

15
Dependent variable (D.V): The complex behavior 'The bridge' will be developed
of learning,” where our experimental subject will have to go through a
small circuit and then it will emit the behavior of pressure leverage, which consists of
our subject positions themselves in front of the left lever in a bipedal position
pressing for 2 seconds and then you will receive the positive reinforcement.

Variable control (V.C): For the development of complex behavior, pass the
learning bridge will mention the following control variables:

Discriminative Stimulus (EDThese are the stimuli that signal the

probability that a certain response will be reinforced. To make it more
likely the appearance of responses that have been reinforced in their presence.

Age of the subject: In the experiment, the experimental subject (albino rat) should not
to be under 5 months old because the subject is still developing and would not be obstructed
adequately.

Experimental weight of the subject: It is the result of 20% less than the free weight of the

subject, in which his experimental weight was successfully controlled, since it is fundamental
keep it stable without neglecting whether it increases or decreases.

Laboratory lights: Before starting each session, it is necessary that all the
lights should be off for session operation inside the box of
Skinner, because having them on can interfere with the experiment.

Partial deprivation of food: Half of the food must be provided.

the day before the session, so that the subject has motivation and performs
a good session reaching the established behavior.

Health status of the subject: Must be examined monthly by a

veterinarian or when any difficulty arises.

16
 Accessories and visual stimuli: Any accessory that the evaluator has must be
removed and stored; like earrings, hoops, bracelets or cell phones, which must be
be turned off, otherwise they may interfere with the experiment.

The noise: It must be controlled within the laboratory as it can cause our
the subject gets distracted and does not perform the desired behavior.

Life cycle of the subject: nighttime.

Olfactory stimuli: Everything that contains odor must be removed, such as the
perfume or alcohol, which can disorient and interfere with development of the
experiment since their sense of smell is sensitive.

2.3. Population and sample:

An albino rat (lilo) was worked with, 6 months old, which is a male subject.
with a free weight of 235 gr and a size of 35 cm.

2.4. Data collection techniques and instruments, validity and reliability:

a. Techniques: Observation was used to record the behaviors that are emitted by the
experimental subject (lilo).

b. Instruments:
Transport box: It was used to move the experimental subject from its
house housing, to the laboratory where the experiment is conducted.

Skinner box: It has an aluminum structure with glass walls, which

it has a feeder in the center and two levers on the sides, detailing as well
with holes for light.

Chronometer: They were used to record the time in which the subject
the experimental conducted certain behaviors within the duration of the
session.

17
 Anecdotal record: here you can record the behaviors exhibited by the subject.
during the course experience.

Continuous block recording: It is used to take note of behaviors, in which

Behavior modification techniques are being applied. This helps with the record.
of the frequency of the behaviors emitted and the performance carried out by the subject.

c. Accumulative Record:
a. Validity: In our experiment, validity was achieved through the control of the
strange variables such as, controlling turning off the cell phone, the lights, avoiding
noises, removing the personal accessories of each evaluator and taking the
health monitoring of the experimental subject.

b. Reliability: To find the reliability of anecdotal records

conducted in an experimental session, the technique was applied, agreement between
observers, which involves counting the number of agreements
(behaviors performed by the experimental subject) regarding the sums of agreements and
disagreements.

= x 100
A+D

III. RESULTS

3.1. PRE-EXPERIMENTAL PHASE

Free Weight Phase:

The experimental subject had a free weight of 235 g, which was achieved in two
weeks providing 35 grams of food.

Experimental Weight Phase:

After three weeks, the experimental weight of 188g was obtained, giving it 14g.
of food.

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3.2. EXPERIMENTAL PHASE
Condition "A" Observational baseline of complex behavior on the bridge
learning

0
Session 1 Session 2 Session 3

Figure 1: Frequency of lever pressing behavior during baseline

observational of complex behavior 'Learning Bridge'.

Figure 1 shows that in session No. 1 our experimental subject exhibited 0 behaviors.
presenting a low response rate, on the contrary, in session no. 3 a rate was obtained
greater responses leading to the performance of 6 behaviors.

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 Condition B:

b.1) Shaping complex behavior lever pressure

80

70

60

50

40

30

20

10

0
Session 1
Molding 53 37 15 46 35 15 8 71 66

In figure 2: Lever pressure molding frequency

In figure 2: In session number 1 (approaching the feeder), a cup was obtained.

responses with 53 behaviors, on the other hand, in session number 8 (lever pressure)
he scored 71 behaviors, finally, in session number 9 (lever pressure)
he scored 66 behaviors performed.

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 b.2) Reinforcement program for lever press behavior

120

100

80

60

40

20

0
Session 2 (2-5- Session 3 (5-6-
Session 1 (4) Session 4 (5) Session 5 (3) Session 6 (5)
3) 2)
Programs 96 44 29 70 35 56

Figure 2: Lever press reinforcement program

In figure 2: In the reinforcement program, the experimental subject emitted a rate

fewer responses in variable ratio 5-6-2 with 29 behaviors in session no. 3 and one
highest response rate in session no. 1 with a total of 96 behaviors corresponding to
the fixed reason 4.

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 b.3) Discrimination of lever pressing behavior.

100
90
80
70
60
50
40
30
20
10
0
CED 5 - SED 5 CED 3 - SED 3 CED3 - SED2 CED 5 -SED 5 CED 5 - SED CED
5 5 -SED 5
CED 28 94 67 39 62 74
SED 45 44 28 14 12 9

CED SED

Figure 4: Discrimination of lever press behavior

Figure 4: the discrimination of the lever press behavior is presented where in the session
Number 1 obtained 28 behaviors with the presence of discrimination stimulus, thus
same 45 behaviors without the presence of a discriminative stimulus. On the other hand, in the session

Number 6 obtained a score of responses with 74 behaviors with discriminative stimulus

likewise obtained 9 behaviors without the essence of discriminative stimulus. Finally, in the
the second session obtained a response rate by performing 94 behaviors with stimulus of
discrimination, likewise obtained 44 behaviors without the presence of a discriminative stimulus.

22
Table 4 Chaining in complex behavior in the learning bridge

35

30
30

25

20
17

15
12
10 10
10

5 4

0
Session 1 Session 2 Session 3 Session 4 Session 5 Session 6
Molding and Chaining 10 12 10 4 30 17

In Figure 4: In the chaining and molding program, in session 2 go up

and lowering the learning bridge obtained a cup of 10 behaviors, on the other hand, in the
Session number 6 obtained a response rate of 17 behaviors. And finally in the 5th.
During the session of smelling and approaching the bridge, a response rate of 30 behaviors was obtained.

23
IV. Bibliographical Reference
Armas, J., Cruz, J., Deza, E., Pinillos, W. and Azabache, K. (2015). Techniques
Behavioral in Complex Behavior. Revistas.ucv.edu.pe. Vol. 4(1)
Recovered from: Unable to access the provided URL.

Díaz, L. (2014). The Behaviorist Paradigm. Scientific Journal. Private University of

North. Peru. Recovered de:
Unable to access external links.

Feldman, R. (2001). Psychology with applications in Spanish-speaking countries.

McGrawHill: Mexico. Retrieved from:
http://labpsicologia.blogspot.com/2010/07/molding-and-discrimination-in-
el.html

Ferri, T. (2014). Behavioral intervention in a child case of problems of

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