The interconnection of repertoires is a behavioral process related to problem solving and creativity. Experiments on this topic have mostly used a single reinforcer type during training. Reinforcers have an integrative effect on the emergence of new behavior; however, this assumption was never directly tested in procedures that result in the emergence of the interconnection of repertoires. To test this, six pigeons learned to: (1) push a box towards a light and (2) climb a box and peck a target. After training, pigeons were exposed to the box displacement test, a problem situation that required both behaviors to be solved. Two birds were trained with food as reinforcer for both repertoires (control condition [CC]), and four birds (experimental condition [EC]) had food as reinforcer for repertoire (1), and water for (2). CC birds solved the test in its first presentation, but EC birds did not. Birds that failed the test twice received a retraining of both repertoires, using only food as reinforcer. Half of the pigeons who received this retraining solved the task in a third trial. All pigeons that solved the task (n = 4) were given variations of the task consisting of introducing new stimuli, which, when physically similar to the functional stimuli, hindered the solution. These data indicate that the reinforcer has a similar integrative and discriminative function during the interconnection of repertoires as observed in other behavioral processes related to emergent behavior. The implications of these findings for research on creativity are discussed.

曲目的互连是与解决问题和创造力有关的行为过程。在训练过程中，有关此主题的实验大多使用一种补强剂。增强剂对新行为的出现具有综合作用。但是，这种假设从未在导致曲目互连的程序中直接进行过检验。为了测试这一点，六只鸽子学会了：（1）将箱子推向灯光，（2）爬箱子并啄目标。训练后，鸽子进行了箱形位移测试，这是一个需要同时解决两种行为的问题情况。训练了两只家禽以食物作为补强品（对照条件[CC]），四只鸟（实验性食物[EC]）以补品中食物作为补品（1），以水作为（2）。CC鸟类在其第一个演示文稿中解决了该测试，但EC鸟类没有。两次未通过测试的鸟只使用食物作为补强剂，接受了两种训练。在第三次试验中，接受这种再培训的鸽子中有一半解决了这一任务。解决任务的所有鸽子（n = 4）被赋予了引入新刺激的任务变体，新刺激在物理上与功能刺激相似，但阻碍了解决方案。这些数据表明，在与其他行为有关的，与紧急行为有关的行为过程中，补强在相互联系的过程中具有类似的整合和区分功能。讨论了这些发现对创造力研究的意义。