Southern Illinois University.
J Appl Behav Anal. 1971 Summer;4(2):77-87. doi: 10.1901/jaba.1971.4-77.
The major dependent variable was the rate at which first and second-grade students printed or wrote daily copying assignments. Data were also taken on the percentage of letters scored as errors according to a set of scoring criteria. Initially, these data were collected during a baseline condition in which each child returned to his seat as soon as his completed work had been scored, to wait for the rest of the class to finish their assignments. When the children were allowed to go to a playroom after their papers had been scored, there was a reliable increase in the mean printing or writing rates. Subsequent introductions of the baseline and playroom conditions replicated the relative effectiveness of access to the playroom to produce higher work rates. Finally, the total amount of time allowed for children to complete their assignments and then play was progressively reduced from 50 to 35 minutes. A progressive increase in work rates was correlated with these changes. Throughout the experiment, there was considerable variability in the mean number of letters scored as errors but there was a clear trend towards fewer errors.
主要的因变量是一年级和二年级学生每天完成抄写作业的速度。根据一套评分标准，还记录了字母错误的百分比。最初，这些数据是在基线条件下收集的，每个孩子在完成作业并评分后立即回到座位上，等待全班其他同学完成作业。当孩子们在评分后被允许去游戏室时，他们的平均打印或书写速度可靠地提高了。随后引入基线和游戏室条件的实验，复制了进入游戏室对提高工作效率的相对有效性。最后，允许孩子们完成作业然后玩耍的总时间从 50 分钟逐渐减少到 35 分钟。工作效率的逐步提高与这些变化相关。在整个实验过程中，字母错误的平均值存在很大的差异，但错误数量明显呈减少趋势。
