代币程序对教师与学生社会交往的影响。
The effects of token procedures on a teacher's social contacts with her students.
机构信息
University of Kansas.
出版信息
J Appl Behav Anal. 1970 Fall;3(3):169-74. doi: 10.1901/jaba.1970.3-169.
The effects of a token system on a teacher's rate of social contacts with her students were investigated in a public school kindergarten. A group of six children were observed daily during a 20-min handwriting lesson. The children were divided into two groups (A and B) of three children each. Five conditions were imposed sequentially: (1) baseline without tokens, (2) contingent tokens for Group A, noncontingent tokens for Group B, (3) contingent tokens for Group B, noncontingent tokens for Group A, (4) reinstatement of condition 2, and (5) contingent tokens for both groups. It was consistently observed that the teacher's rate of social contact was higher with the children receiving the contingent tokens than with those who received noncontingent tokens.
代币制对教师与学生社会互动频率的影响在一所公立学校幼儿园进行了研究。一组六名儿童在 20 分钟的书写课上被每天观察。儿童被分为两组（A 组和 B 组），每组各三名儿童。依次施加五种条件：（1）无代币的基线，（2）A 组有条件代币，B 组无条件代币，（3）B 组有条件代币，A 组无条件代币，（4）恢复条件 2，（5）两组都有条件代币。一致观察到，接受有条件代币的儿童比接受无条件代币的儿童，教师的社会互动频率更高。
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