University of Washington.
J Appl Behav Anal. 1969 Spring;2(1):49-53. doi: 10.1901/jaba.1969.2-49.
The purpose of this study was to assess the effects of the contingency manager (teacher or pupil) on a pupil's academic response rate. The results of two such experiments disclosed that higher academic rates occurred when the pupil arranged the contingency requirements than when the teacher specified them. A third study manipulated only reinforcement magnitude to ascertain whether amount of reinforcement had interacted with pupil-specified contingencies to produce the increase in academic response rate. The latter findings revealed that the contingency manager, not reinforcement magnitude, accounted for this subject's gain in performance.
本研究旨在评估应急管理者（教师或学生）对学生学习反应率的影响。两项实验结果表明，当学生自己安排应急要求时，比由教师指定时，学生的学习反应率更高。第三项研究仅操纵了强化量，以确定强化量是否与学生指定的应急措施相互作用，从而提高学习反应率。后者的研究结果表明，是应急管理者，而不是强化量，导致了被试在表现上的提高。
