University of Kansas.
J Appl Behav Anal. 1970 Fall;3(3):199-203. doi: 10.1901/jaba.1970.3-199.
The effects of teacher attention on the attending behavior of two boys seated at adjacent desks were investigated. Baseline records were obtained of the appropriate attending behavior of two boys who were described as the most disruptive pupils in a second-grade classroom of a poverty area school. During the first experimental phase, the teacher systematically increased the amount of attention for appropriate attending in one of the pair, Edwin. This resulted in a dramatic increase in his attending rate and a lesser, though significant, increase in attending behavior of the second boy, Greg. During the second experimental phase, systematic attention for attending was instituted for Greg and was discontinued for Edwin. This resulted in further increases in attending by Greg and a reduction in attending by Edwin. A brief withdrawal of reinforcement for attending in both Greg and Edwin reduced attending levels for both. Following this reversal appropriate attending for both boys was systematically reinforced and attending returned to high levels.
教师关注对两名坐在相邻桌子上的男孩的参与行为的影响进行了研究。在贫困地区学校的二年级教室里，对两个被描述为最调皮的男孩进行了适当参与行为的基线记录。在第一实验阶段，教师系统地增加了对其中一个男孩 Edwin 的适当关注。这导致他的参与率大幅提高，而第二个男孩 Greg 的参与行为也有所增加，尽管幅度较小，但仍有显著意义。在第二实验阶段，对 Greg 进行了系统的参与关注，而对 Edwin 则停止了关注。这导致 Greg 的参与行为进一步增加，而 Edwin 的参与行为减少。对 Greg 和 Edwin 的参与行为进行短暂的强化后，两人的参与水平都有所下降。在这种逆转之后，对两个男孩的适当参与进行了系统的强化，参与水平又回到了高水平。
