摘要:

A series of experiments was carried out to compare several administrative systems at Achievement Place, a family style behavior modification program for pre‐delinquent boys. One aspect of the motivation system at Achievement Place was the token economy in which the youths could earn or lose points that could be exchanged for privileges. Several arrangements for assigning routine tasks and for providing token consequences for task performance were compared for their effectiveness in accomplishing the tasks and for their preference by the boys. The independent variables studied included: (1) individually assigned tasksversusgroup assigned tasks; (2) consequences for individual performanceversusconsequences for group performance; (3) a peer managership that could be earned by the highest bidderversusa peer managership that could be determined democratically by the peers. The results suggested that among those systems studied the system that best met the criteria of effectiveness and preference involved a democratically elected peer manager who had the authority both to give and to take away points for his peers' performance

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-541

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

This study evaluated the effectiveness of an incentive procedure designed to increase the punctuality of six workers who were chronically late to work in a manufacturing company. The six workers in the experiment received a 2.00 pesos ($0.16 U.S.) bonus for every day that they arrived on time. A reversal design was used. The contingent bonuses increased the workers' rates of punctuality compared to their baseline rates. A control group of six workers observed during the same 77‐week period showed a trend toward decreasing punctuality. These results suggest that the use of small daily bonuses is a practical procedure for modifying chronic tardiness among industrial worker

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-563

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

To increase cooperative and social behaviors in children, contingency management programs have been successfully employed. This study examined the possibility that children's social behavior might also be significantly influenced by the nature of the available play materials. Children in an urban recreation center were systematically provided with toys designed for social or isolate play. It was found that social play occurred only 16% of the time when the children were provided with “isolate” toys, whereas social play occurred 78% of the time when children were provided with “social” toys. Thus, the selection of play materials should be an important consideration in any effort to teach children social be

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-573

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Litter is an especially large and costly problem in unsupervised high‐use recreational areas. This study investigated procedures to induce visitors to remove litter from an unsupervised U.S. Forest Service area in which signs attached to two litter stations instructed people to pick up and deposit litter. A small sum of money or chances on a larger sum given for participation usually resulted in more bags of litter being picked up per week. Although only a small proportion of the area's users participated in the project, ground surveys indicated the areas sampled were somewhat freer of litter during the payment condition. The results suggest that small monetary rewards may be a promising approach to litter control in unsupervised as well as supervised area

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-579

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The effects of unstructured peer‐tutoring procedures on the math performance of fourth‐ and fifth‐grade students were investigated. Students' performances in two daily math sessions, during which they worked problems of the same type and difficulty, were compared. When students tutored each other over the same math problems as they subsequently worked, higher accuracies and rates of performance were associated with the tutored math sessions. The use of consequences for accurate performance seemed to enhance the effects of tutoring on accuracy. The results from an independent‐study control condition, which was the same peer‐tutoring except that students did not interact with each other, suggested that interactions between students during the tutoring procedure were, in part, responsible for improved accuracy and rate of performance. When students tutored each other over different but related problems to those that they were subsequently asked to solve, accuracies and rates during tutored math sessions were also higher, suggesting the development of generalized skills in solving particular types of math

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-587

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Forty one subjects from a 10‐week introductory course in Educational Psychology were randomly divided into two experimental groups. All students took weekly quizzes over content material. Members of one group received little or no academic credit if they performed at less than 90% on a weekly quiz, but could earn additional credit by taking a weekly remedial quiz. Members of the second group also took the initial weekly quizzes, but retained their raw scores and were not permitted to take the weekly remedial quizzes. Performance on a 100‐item multiple‐choice comprehensive final revealed a statistically significant and educationally important difference between the two groups, the required‐remediation group scoring an average of one‐half letter gra

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-599

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Four chronic mental patients, residents of a token economy treatment unit, were randomly assigned to an experimental or control condition and attended 10 thirty‐minute treatment sessions. For the two experimental subjects, contingent reinforcement was received for interacting with each other according to instructions in four distinct phases of interpersonal behavior: talking to another person, attending and talking to another person, asking and answering questions in a dyad, and working cooperatively in the dyad to solve problems. The two control subjects were instructed to perform the same behaviors but received non‐contingent reinforcement. The results indicated a strong contingent reinforcement effect on the performance of the treatment sessions' target behaviors. Several baseline, treatment, and post‐treatment response measures indicated that the treatment effects had generalized to other areas of social behavior away from the treatment se

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-609

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The effects of antecedent and consequent events on the verbal behavior of three institutionalized mentally retarded adolescents were examined. Verbal statements, related to current national and international events, were recorded after exposures to television news programs. The study examined the accuracy of verbalizations as a function of: (1) exposures to television news presentations in massed (i.e., viewing the entire news program before an opportunity to describe it)versusdistributed form (i.e., viewing each news item separately with each followed by an opportunity to describe it), and (2) contingent tokens and social praise for correct verbal responses (i.e., statements corresponding to news items presented). Both the temporal distribution of news presentations and the reinforcement procedures improved the accuracy of verbal statements emitted by the subjects.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-621

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Two experiments demonstrated the effects of study questions on student test performance in an introductory college course. Students in both experiments correctly answered study question items 20 to 30% more frequently than non‐study question probes. Furthermore, mean performance on study question items was better than 90% during all phases of both experiments. The present experiments were also designed to study the effects of grades on test performance, and the relationship between long and short sets of study questions. The results of Experiment I clearly illustrated the importance of using grades to maintain high levels of student test performance. The results of Experiment II suggested that long sets of study questions may produce better performance on probe items than do short sets of study questions, but the effect was smal

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-631

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The effect of contingent nonverbal teacher approval on student attentive behavior was examined in a classroom with 12 retarded children. After baseline data were gathered on contingent verbal and nonverbal teacher approval and student attentive behavior, the teacher was instructed to increase her use of contingent nonverbal approval (smiles and physical contact) and to maintain her baseline level of verbal approval. After a reversal phase, the nonverbal approval phase was reinstated. Nonverbal teacher behaviors increased during the experimental phases, whereas verbal teacher approval (alone or in conjunction with nonverbal behaviors) did not increase. Attentive behavior increased for 11 of 12 students during the phases in which contingent nonverbal teacher approval increased. Correlational data suggested that nonverbal teacher approval accounted for behavior change of the students to a greater extent than did changes in the amount of teacher approvalper seor in the teacher's use of verbal approval.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-643

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY