Separate and combined effects of operant <scp>ABA</scp> renewal mitigation strategies
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Due to the undesirable effects of operant renewal for behavioral interventions, recent research has advocated for the advancement of renewal mitigation strategies. One strategy includes the use of extinction cues, which are stimuli used to establish discriminative control over responding in the second context that are subsequently transferred to the initial context. A second strategy involves context fading, which refers to progressively increasing the similarity between the second context and the initial context. The current study evaluated the separate and combined effects of these techniques using a preclinical human laboratory arrangement. Participants were exposed to the extinction cue strategy, the context fading strategy, both strategies, or neither strategy during a three-phase ABA renewal procedure using differential reinforcement of an alternative response combined with extinction. The results indicated that context fading or combining context fading with an extinction cue was effective at mitigating renewal. The use of an extinction cue alone reduced renewal relative to the control group, but this difference was not statistically significant. The results are discussed in terms of methodological and theoretical differences across strategies as well as implications for future research on renewal mitigation strategies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it