ABA Fundamentals

Sequential dependencies in free-responding.

Shimp (1973) · Journal of the experimental analysis of behavior 1973
★ The Verdict

The tiny gaps between responses predict what a learner will do next — track the rhythm, not just the rate.

✓ Read this if BCBAs running free-operant sessions who want finer response control.
✗ Skip if Clinicians working only with trial-by-trial discrete skills.

01Research in Context

01

What this study did

Shimp (1973) watched pigeons peck a key for food on a variable-interval schedule. The team tracked every peck and the tiny gaps between them. They asked: does the pattern of recent pecks change the chance the next peck will occur?

The birds worked in standard operant chambers. No extra cues were added. The only data were the birds' own response times.

02

What they found

Short gaps raised the odds of the next response. Long gaps lowered those odds. The local sequence mattered as much as the overall rate.

In plain words, a bird that just paused was more likely to pause again. A bird on a roll kept pecking. Reinforcement did not just control how often the birds pecked; it shaped the rhythm of their responses.

03

How this fits with other research

Durand (1982) later mixed VI with fixed-ratio schedules. They still saw pigeons, but now choice, not rhythm, was the focus. Their dual-sensitivity model kept the idea that local contingencies drive behavior — the same core point Shimp (1973) made.

Grosch et al. (1981) used the same VI schedule and same species. They looked at signaled versus unsignaled delays instead of gap patterns. Both studies show that tiny schedule details change performance. The 1981 paper extends the 1973 finding into the delay domain.

Sainsbury (1971) came just before Shimp (1973) and also tinkered with local delays. S used changeover delays in concurrent schedules. Both papers agree: what happens right before a response weighs heavily on what comes next.

04

Why it matters

When you shape or reinforce, watch the micro-pattern, not just the total count. If a client stalls after a 3-s pause, the pause itself may be the cue for more pausing. Reset the rhythm with quicker reinforcement or a prompt. Use the bird data as a reminder: timing talks.

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Graph interresponse times for one client; reinforce the first response after a short gap to build momentum.

02At a glance

Intervention
not applicable
Design
single case other
Sample size
3
Population
not specified
Finding
not reported

03Original abstract

Three pigeons pecked for food in an experiment in which reinforcements were arranged for responses terminating sequences of interresponse times. Each reinforced interresponse time belonged to a class extending either from 1.0 to 2.0 sec (class A) or from 3.0 to 4.5 sec (class B). Reinforcements were arranged by a single variable-interval schedule and a random device that assigned each reinforcement to one of four sequences of two successive interresponse times: AA, AB, BA, or BB. Throughout the experiment, half of the reinforcements were delivered for interresponse times in class A and half for those in class B. Over conditions, the interresponse time preceding a reinforced interresponse time always, half of the time, or never, belonged to class A. The duration of the interresponse time preceding a reinforced one had a pronounced effect on response patterning. It also had a pronounced effect on the overall response probability, which was highest, intermediate, and lowest, when the interresponse time preceding a reinforced interresponse time always, half of the time, or never, belonged to class A, respectively. In no case were successive interresponse times independent, so that overall response probability was not representative of momentary response probabilities.

Journal of the experimental analysis of behavior, 1973 · doi:10.1901/jeab.1973.19-491