A Disequilibrium Analysis of Incidental Teaching

Abstract

An important goal of reinforcement models and procedures is to predict the direction and magnitude of reinforcement effects. Although traditional models of reinforcement have been unable to adequately predict effects, Timberlake and Farmer-Dougan (1991) have suggested that the disequilibrium model provides such a framework for specifying reinforcers ahead of time. Further, they suggest that incidental teaching may be one procedure in which such predictions may be made. The present experiment investigated the reinforcement effects produced by changes in the probability of disruption of an initiation to a toy item. Four preschoolers served as the participants in the experiment. Results indicated that there appeared to be an optimal level for disrupting ongoing behavior, above or below which reinforcement effects greatly suffered. These findings, although not a direct test of the disequilibrium model ol reinforcement, are consistent with and predicted by the model.