摘要:

Correspondence was developed between children's non‐verbal and verbal behavior such that their non‐verbal behavior could be altered simply by reinforcing related verbal behavior. Two groups of six children each were given food snack at the end of the day: for reporting use of a specific preschool material during free play (procedure A); and then only for reports of use which corresponded to actual use of that material earlier that day (procedure B). Initially, procedure A alone had little or no effect on the children's use of materials. Procedure B resulted in all of the children in one group actually using a specific material, and after repeating procedures A and B with this group across a series of different materials, procedure A alone was sufficient to significantly increase use of a specific material. Correspondence between verbal and non‐verbal behavior was produced such that, in this group of 4‐yr‐old disadvantaged Negro children, “saying” controlled “doing” 22 or more hours later. In the second group, procedure B initially did not increase the use of a specific material; rather, the children's reports decreased so as to correspond to the intermittent use of the material. It appeared from subsequent procedures with this group that maintenance of a high level of reporting was crucial to the saying‐then‐doing correspondence se

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-267

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

The present study attempted to determine how a rhythmic beat affects ongoing behavior. A regular stimulus beat was presented to normal subjects who had been instructed to push a bar from side to side. Other subjects had been instructed to emit a vocal response. The individual vocal and motor responses became synchronized with the individual beats of the rhythm. The time between stimulus beats determined the modal interresponse time. These results indicate a synchronization effect: ongoing behavior tends to become synchronized with an ongoing stimulus rhythm. An attempt was made to apply these findings to the problem of stuttering, which can be considered as a disturbance of the natural rhythm of speech. Stutterers were instructed to synchronize their speech with a simple regular beat presented to them tactually by a portable apparatus. The result was a reduction of 90% or more of the stuttering for each subject during the period of synchronization. This effect endured for extended periods of spontaneous speech as well as for reading aloud and was found to be attributable to the rhythmic nature of the stimulus and not to other factors.

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-283

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Operant conditioning procedures were used to establish a generative use of the plural morpheme in the speech of a severely retarded girl. During training trials, reinforcement was presented contingent upon correct imitation of singular and plural verbalizations by the experimenter, in response to objects presented to the subject singly and in pairs. A generative productive plural usage resulted, the girl correctly labeling new objects in the singular or plural without further direct training relevant to those objects. After establishing the singular/plural usage, the contingencies were reversed (reinforcement of plural responses to single objects, andvice‐versa). This produced a corresponding reversal of response by the child. The original usage was then recovered by returning to the previous contingencies. A second experiment analyzed certain error responses occurring during the first experiment, and further probed the generative nature of the subject's plural usage. It was found that errors were somewhat more likely to occur in the pluralization of words ending in vowels than of words ending in consonants. Furthermore, several words whose plurals had been learned according to the reversed plural rule, when examined later during reinforcement of normal plural usage, were found then to exemplify the normal rule being reinforced, yet without direct trainin

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-297

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Social greeting responses of three withdrawn, chronic schizophrenics were experimentally modified. Initially, none of the subjects spoke to an experimenter. Prompts and cigarette reinforcement were employed to produce increases in the rates of greetings. Then, the prompts were faded so that the greetings came under the control of the presence of the experimenter. Reversal and subsequent reinforcement procedures were employed to demonstrate that the responses were controlled by their consequences. Next, the schedule of cigarette reinforcement was leaned out so that greetings continued to occur in the absence of cigarette reinforcement. However, low or zero rates of greetings occurred in the presence of a second experimenter. Five new experimenters employed the prompting, fading, reinforcement, and schedule‐leaning procedures. Subsequently, all subjects emitted appropriately high rates of greetings in the presence of the second experimenter. Without further application of the experimental procedures, greetings were still occurring in the presence of both the first and second experimenters almost three months late

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-307

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Systematic reinforcement procedures were used to increase study behavior in the classrooms of three beginning teachers experiencing problems of classroom control. Classroom study rates were recorded during a baseline period. During subsequent experimental periods, the teachers changed one or more reinforcement contingencies (teacher attention, length of between‐period break, a classroom game) to bring about increased study rates and concomitant reductions in disruptive behaviors. A brief reversal period, in which these contingencies were discontinued, again produced low rates of study. Reinstatement of the contingencies resulted once again in marked increases in study behavior

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-315

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Teachers were trained in the systematic use of attention and praise to reduce the disruptive classroom behavior of four first‐grade children. Observation measures showed a significant improvement from baseline to treatment for these children and no significant changes for same‐class controls. While the amount of teacher attention to target children remained the same from baseline to treatment, the proportion of attention to task‐relevant behavior of these children increased. Psychological tests revealed no adverse changes after trea

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-323

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

The purpose of this investigation was to assess the effects on performance rate of simply writing the answers to mathematics problemsversusverbalizing the problems before making a written response. The subject was an 11‐yr‐old boy whose response accuracy on mathematics problems was very erratic. Three experiments were conducted, each consisting of three phases. In each first phase, the subject was requested to write the answers to sets of mathematics problems. In the second, he was required to verbalize the problem before writing the answer. In the third phase, the subject was told to write the answer again without prior verbalization. The results indicated that the subject's correct answer rate increased and his error rate decreased as a result of his verbalizing the problems before making a written response. Results further revealed that in the final phase of each experiment, the return to the original conditions, his correct answer rate continued to incre

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-329

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-334

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

An observational system, which has been developed to facilitate recording of the total behavioral repertoire of autistic children, involves time‐sampling recording of behavior with the help of a common Stenograph machine. Categories which exhausted all behavior were defined. Each category corresponded with a designated key on the Stenograph machine. The observer depressed one key at each 1‐sec interval. The observer was paced by audible beats from a metronome. A naive observer can be used with this method. The observer is not mechanically limited and a minimum of observer training is required to obtain reliable measures. The data sampled during a five‐week observation period indicated the stability of a taxonomic instrument of behavior based upon direct, time‐sampling observations and the stability of spontaneous autistic behavior. Results showed that the behavior of the subjects was largely nonrandom and unsocialized in ch

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-335

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

This teaching machine has been designed and used to train reading and other visual discrimination skills with normal and retarded children. On each frame the subject responds by touching one of three response panels on which are projected the multiple‐choice alternatives. The response panels are coated with a transparent conducting film which allows electronic detection of this simple and direct response. Correct responses are reinforced by the machine naming the stimulus, while auditory reinforcement is absent for an incorrect response. The subject's performance level is continuously computed as an exponentially weighted moving average. The measure is weighted so that it rapidly follows recent changes in performanc

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-341

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY