University of Washington.
J Appl Behav Anal. 1970 Winter;3(4):261-70. doi: 10.1901/jaba.1970.3-261.
This series of four experiments sought to assess the comparative effects of multiple- versus single-ratio schedules on a pupil's responding to mathematics materials. Experiment I, which alternated between single- and multiple-ratio contingencies, revealed that during the latter phase the subject responded at a higher rate. Similar findings were revealed by Exp. II. The third experiment, which manipulated frequency of reinforcement rather than multiple ratios, revealed that the alteration had a minimal effect on the subject's response rate. A final experiment, conducted to assess further the effects of multiple ratios, provided data similar to those of Exp. I and II.
本系列的四个实验旨在评估多种比率与单一比率方案对学生对数学材料反应的比较效果。实验一在单一比率和多种比率条件之间交替，结果表明在后一阶段，被试的反应速度更高。实验二得出了类似的发现。第三个实验，通过改变强化频率而不是多种比率，发现这种改变对被试的反应速度的影响很小。最后一个实验，旨在进一步评估多种比率的影响，提供的数据与实验一和实验二相似。
