摘要:

Instructions, discrimination procedures, and sources of reinforcement were manipulated in order to determine the bases for the maintained “non‐reinforced” imitations observed in generalized imitation research. Six girls received imitation training from two exprimenters, One experimenter modelled only reinforced responses; the other modelled only non‐reinforced responses. The children imitated all responses when no reinforced alternative was available, even though results of choice procedures and special instructions clearly demonstrated that they discriminated reinforced from non‐reinforced responses. Instructions not to perform non‐reinforced imitations immediately eliminated these behaviors. It is suggested that social setting events may be largely responsible for generalize

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-159

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The effects of a token system on a teacher's rate of social contacts with her students were investigated in a public school kindergarten. A group of six children were observed daily during a 20‐min handwriting lesson. The children were divided into two groups (A and B) of three children each. Five conditions were imposed sequentially: (1) baseline without tokens, (2) contingent tokens for Group A, noncontingent tokens for Group B, (3) contingent tokens for Group B, noncontingent tokens for Group A, (4) reinstatement of condition 2, and (5) contingent tokens for both groups. It was consistently observed that the teacher's rate of social contact was higher with the children receiving the contingent tokens than with those who received noncontingent token

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-169

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

An Attendance Counselor contacted adults (mediators) who controlled reinforcers for six chronic nonattenders (targets); agreements (deals) were made between mediators and targets that reinforcers would be provided, contingent on school attendance. Absence of the Attendance Counselor from school for a two‐week period constituted a reversal condition, after which the “deals” were reinstituted. Results showed a significant increase over baseline in school attendance during the time in which deals were in effect. A second study involved 20 chronic nonattenders for whom deals were arranged as in Study One (contingency counseling), and 15 nonattenders provided more traditional attendance counseling (contact counseling). Contingency Counselors achieved results with the 20 nonattenders similar to those achieved in Study One. An experienced Contact Counselor did not achieve improved school attendance among her group of 15 nonatte

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-175

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-183

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Four‐ and five‐yr‐old disadvantaged children were read sentences composed of varying numbers of short phrases. The children were asked to repeat each sentence, but the accuracy of their imitations was not differentially reinforced. The teacher stressed (emphasized) certain words as she read each sentence. The proportion of words that were stressed was systematically varied. In general, the children imitated only parts of most sentences. Stress was effective in influencingwhichparts of a sentence the children would imitate, but only when relatively few words were stressed. Stressing a word increased the probability of a child's imitating that word (and, to a large extent, the entire phrase containing that word) as an inverse function of the proportion of the words that were str

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-185

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The present experiment sought to develop a practical and effective method for teaching the beginning elements of hand‐writing in a Head Start program. The method consisted of reinforcing responses to a writing program by giving the children access to a variety of activities normally available in the pre‐school classroom. Tokens were presented for correct responses. The children then used the tokens to select reinforcers, such as snacks and access to a variety of play activities. In an experimental evaluation of the token system, it was found that responding was maintained as long as access to the reinforcing activities was contingent upon responding. When reinforcement was no longer contingent upon responding, virtually no responding occurred. Informal observations suggested that the token system had several unanticipated effects: the children's vocabulary and ability to understand instructions improved; a favorable attitude toward school developed; and their ability to play cooperatively with other children increased. It was concluded that the token system is a practical and effective method for teaching beginning writing skills and that it has other desirable, if unanticipated, effe

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-191

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The generalization of conditioned aggressive and nonaggressive responses in a group of six adolescent delinquent boys was investigated. Responses were reinforced in card games where a token reinforcement system with money as a back‐up rinforcer was used. Conditioning of responses was rapid. Generalization, measured in terms of frequency of physical contact, was tested in a group game for which no reinforcement was given. Generalization occurred during aggressive contingencies. During nonaggressive contingencies, responses did not return completely to the baseline leve

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-199

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The effects of teacher attention on the attending behavior of two boys seated at adjacent desks were investigated. Baseline records were obtained of the appropriate attending behavior of two boys who were described as the most disruptive pupils in a second‐grade classroom of a poverty area school. During the first experimental phase, the teacher systematically increased the amount of attention for appropriate attending in one of the pair, Edwin. This resulted in a dramatic increase in his attending rate and a lesser, though significant, increase in attending behavior of the second boy, Greg. During the second experimental phase, systematic attention for attending was instituted for Greg and was discontinued for Edwin. This resulted in further increases in attending by Greg and a reduction in attending by Edwin. A brief withdrawal of reinforcement for attending in both Greg and Edwin reduced attending levels for both. Following this reversal appropriate attending for both boys was systematically reinforced and attending returned to high level

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-205

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

A grade of A was given in an introductory statistics course for meeting a set of contingencies that included no work outside of class (except by request), near‐perfect performance on exams following each unit of work in a programmed text, correction of all exam errors, self pacing of work, and the chance to finish the course early. A grade of incomplete was given otherwise. Correlations among performance measures failed to show any meaningful relationships between time taken to finish the course, errors made on exams, and errors made in the programmed text. Responses to a five‐part questionnaire were overwhelmingly favorable to the course, but did not vary as a function of grade point average, time taken to finish the course, or number of errors made on exams. The uniformly high level of performance, the students' lack of interest in social contact with the instructor during class, and the absence of drop‐outs are all attributed to the contingencies employed, chief among which, according to the instructor's judgment and student rankings, were self‐pacing, frequent non‐punitive exams and a guaranteed grade of A for near‐perfect work at

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-213

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-221

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY