教师关注对学习行为的影响。
Effects of teacher attention on study behavior.
机构信息
University of Kansas.
出版信息
J Appl Behav Anal. 1968 Spring;1(1):1-12. doi: 10.1901/jaba.1968.1-1.
Abstract
The effects of contingent teacher attention on study behavior were investigated. Individual rates of study were recorded for one first-grade and five third-grade pupils who had high rates of disruptive or dawdling behavior. A reinforcement period (in which teacher attention followed study behavior and non-study behaviors were ignored) resulted in sharply increased study rates. A brief reversal of the contingency (attention occurred only after periods of non-study behavior) again produced low rates of study. Reinstatement of teacher attention as reinforcement for study once again markedly increased study behavior. Follow-up observations indicated that the higher study rates were maintained after the formal program terminated.
摘要
本文研究了教师偶然注意对学生学习行为的影响。对 1 名一年级和 5 名三年级学生进行了个体学习率记录，这些学生具有较高的破坏性行为或拖延行为发生率。在强化期间（教师注意跟随学习行为，而忽略非学习行为），学习率显著增加。简要改变这种偶然关系（只有在非学习行为之后才会出现注意），又会导致学习率降低。一旦再次将教师注意作为学习的强化物，学习行为就会明显增加。后续观察表明，在正式方案结束后，较高的学习率仍得以维持。
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本文引用的文献
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