Washington State University.
J Appl Behav Anal. 1972 Summer;5(2):151-5. doi: 10.1901/jaba.1972.5-151.
Contingency management systems in university courses have sometimes assigned the role of reinforcing stimulus to lectures and demonstrations. Attending a lecture was made contingent upon having previously finished certain course assignments. The present paper investigated some variables that control student attendance at lectures. Attendance remained high throughout each course at those class meetings where quizzes contributing to course grades were given or where impending quizzes were discussed. Attendance at lectures over the reading assignments or over material unrelated to course quizzes rapidly declined. When students were given course credit for attending these lectures, or when the lectures included information for future quizzes, attendance increased. When attending these lectures was made contingent upon having completed certain assignments the prior week, no increase in assignment completion was noted and the attendance at the lectures decreased even further. All lectures were given during one class meeting each week. Attendance at the other class meetings during the week remained stable.
在大学课程中，应急管理系统有时将强化刺激的角色分配给讲座和演示。参加讲座的前提是之前完成了某些课程作业。本文研究了一些控制学生参加讲座的变量。在每次课程中，只要有测验可以为课程成绩做出贡献，或者讨论即将到来的测验，那么出席率就会一直很高。而在阅读作业或与课程测验无关的材料的讲座上，出席率迅速下降。当学生因参加这些讲座而获得课程学分，或者当讲座包含未来测验的信息时，出席率会增加。当参加这些讲座成为完成前一周某些作业的条件时，作业完成情况并没有增加，而且出席率甚至进一步下降。所有讲座都在每周的一次课堂会议上进行。而在一周内其他课程会议的出席率则保持稳定。
