Southern Illinois University.
J Appl Behav Anal. 1970 Summer;3(2):117-22. doi: 10.1901/jaba.1970.3-117.
A kindergarten class, composed of five girls ages 4.8 to 6 yr, participated in the study. In each of 20 daily sessions a sequence of 10 simple instructions was given to the class, In baseline sessions, the teacher did not interact with the students, other than to give instructions. During these sessions, the children followed the teacher's instructions 60% of the time. When the teacher began attending to each child if she followed an instruction, the mean percentage of instructions followed increased to 78%. Subsequently, the teacher again employed the baseline procedures and the percentage of instructions followed decreased to 68.7%. When the teacher again provided attention dependent on the children's following the instructions, the percentage of instructions followed increased to 83.7%. The results are consistent with research that has treated instructions as discriminative stimuli. The general findings are that consequences of instructed behavior determine the extent to which the instructions are followed.
一个由 5 名 4.8 至 6 岁女童组成的幼儿园班级参与了这项研究。在 20 次日常课程中，老师给班级下达了一系列 10 个简单的指令。在基线课程中，老师除了下达指令外，与学生没有任何互动。在这些课程中，孩子们听从老师的指令的比例为 60%。当老师开始关注每个孩子是否遵守指令时，遵守指令的平均比例增加到 78%。随后，老师再次采用基线程序，遵守指令的比例下降到 68.7%。当老师再次根据孩子们遵守指令的情况提供关注时，遵守指令的比例增加到 83.7%。这些结果与将指令视为辨别刺激的研究结果一致。一般的发现是，指令行为的后果决定了遵守指令的程度。
