A systematic replication investigating the efficiency and effectiveness of restricted‐ and free‐operant programming

Researchers have examined differences between free- and restricted-operant teaching arrangements while equating response and reinforcement rates. Preliminary data suggest that nonhuman organisms acquire novel discriminations more quickly under free-operant arrangements (Hachiya & Ito, 1991). In contrast, Bulla et al. (2024) found that humans learned novel discriminations more efficiently under restricted-operant arrangements. This study systematically replicates Bulla et al. (2024). We taught participants to say the corresponding numeral 0-10 for Hindi, Eastern Arabic, and Mandarin numbers. We assigned each number set to a free-operant, restricted-operant, or control teaching arrangement. The study assessed the effects of each arrangement across two phases: (1) acquisition and (2) frequency building. Additionally, data were collected on measures of fluency outcomes. Results suggest that participants acquired novel discriminations more quickly under restricted-operant arrangements. No major differences emerged in fluency outcomes when response-reinforcer relations remained equal. Procedural modifications are discussed to clarify distinctions between basic and translational findings.