Operant theory and methodology in infant vocal conditioning

Abstract

The numerous mechanisms of behavior change in infant development are sometimes difficult to distinguish. Although it is agreed that elicitation and reinforcement both influence infant learning, the distinction between these two learning mechanisms was clarified in response to K. Bloom's (1984, Journal of Experimental Child Psychology, 38, 93–102) commentary. The theoretical and methodological assumptions of an functional analysis of infant behavior were made explicit in the contex of the C. L. Poulson study (1983, Journal of Experimental Child Psychology, 36, 471–489). The rationale for the use of DRO schedules to control for elicitation effects of continuous reinforcement and the inadequacy of noncontingent schedules for this purpose were also discussed.