自我记录对两名八年级学生课堂行为的影响。
The effect of self-recording on the classroom behavior of two eighth-grade students.
机构信息
University of Kansas.
出版信息
J Appl Behav Anal. 1971 Fall;4(3):191-9. doi: 10.1901/jaba.1971.4-191.
The effects of self-recording on classroom behavior of two junior high school students was investigated. In the first experiment, study behavior of an eighth-grade girl in history class was recorded. Following baseline observations her counselor provided slips for the girl to record whether or not she studied in class. This resulted in an increase in study. When slips were withdrawn, study decreased and then increased once self-recording was reinstated. After teacher praise for study was increased, self-recording was discontinued without significant losses in study behavior. In the final phase, increased praise was also withdrawn and study remained at a high level. In the second experiment, the number of talk outs emitted by an eighth-grade boy were recorded during math period. Following baseline, slips for recording talk outs were issued for the first half of the period, for the second half, and then for the entire period. Talk outs decreased when self-recording was in effect and increased again when self-recording was discontinued. When self-recording was reinstituted in the final phase there was a slight, though not significant decrease in talking out when compared to the baseline condition.
对两名初中生课堂行为的自我记录效果进行了调查。在第一个实验中，记录了一名八年级女生在历史课上的学习行为。在基线观察之后，她的顾问给了她一张纸条，让她记录自己是否在课堂上学习。这导致了学习的增加。当撤回纸条时，学习减少，然后一旦重新开始自我记录，学习就会增加。当增加对学习的表扬后，停止自我记录并没有导致学习行为显著下降。在最后阶段，增加的表扬也被撤回，学习仍然保持在较高水平。在第二个实验中，记录了一名八年级男生在数学课上的谈话次数。在基线之后，在第一半节课期间发放记录谈话的纸条，在第二半节课期间发放，然后在整个期间发放。当自我记录有效时，谈话次数减少，当自我记录停止时，谈话次数再次增加。在最后阶段重新开始自我记录时，与基线条件相比，谈话次数略有下降，但并不显著。
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