Martens Brian K, Hilt Alexandra M, Needham Laura R, Sutterer James R, Panahon Carlos J, Lannie Amanda L
Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244-2340, USA.
Behav Modif. 2003 Sep;27(4):560-77. doi: 10.1177/0145445503255572.
Patterns of behavior that persist during transition to a new set of contingencies are referred to as reinforcement history or carryover effects. The authors examined the carryover effects of a fixed-time (FT) schedule of free reinforcement on children's work completion and accuracy. Two female students with learning disabilities participated. During an initial concurrent-choice condition, both children completed more difficult problems reinforced on a richer schedule than easy problems reinforced on a leaner schedule. Exposure to an FT schedule was alternated with subsequent choice conditions in an ABABA design to examine potential carryover effects. During FT conditions, the children completed both types of problems with more errors. During subsequent choice conditions, errors were high initially but decreased, and both children completed easy problems for the first few sessions despite their leaner reinforcement schedule. The potential for detrimental effects of free reinforcement on children's work completion is discussed.
在向一组新的意外情况过渡期间持续存在的行为模式被称为强化历史或遗留效应。作者研究了自由强化的固定时间（FT）安排对儿童作业完成情况和准确性的遗留效应。两名有学习障碍的女学生参与了研究。在初始的同时选择条件下，两个孩子完成在更丰富强化安排下强化的较难问题，比完成在较稀疏强化安排下强化的简单问题更多。采用ABABA设计，将FT安排的暴露与随后的选择条件交替进行，以检查潜在的遗留效应。在FT条件下，孩子们完成两种类型的问题时错误更多。在随后的选择条件下，错误最初很高但随后减少，并且两个孩子在前几个阶段都完成了简单问题，尽管它们的强化安排较稀疏。文中讨论了自由强化对儿童作业完成产生不利影响的可能性。
