New York University.
J Appl Behav Anal. 1972 Summer;5(2):177-82. doi: 10.1901/jaba.1972.5-177.
Programmed handwriting materials were used to examine the effects of different reinforcement contingencies on the academic performance of six public school kindergarten children. The children's responses to these materials provided an educationally relevant dependent variable for the analysis of factors that affected the accuracy of their responses and the attainment of criterion performances. Variations in the complexity of most academic materials, which confound the analysis of contingencies, were eliminated by the programmed sequence so that the differential effects of three reinforcement conditions were observed. The three conditions were: baseline without tokens, tokens contingent on correct writing responses, and noncontingent tokens. It was consistently observed that the children were more accurate when their correct responses produced tokens, and that noncontingent tokens reduced accuracy below baseline levels.
编程书写材料被用来考察不同强化条件对六名公立学校幼儿园儿童学业表现的影响。儿童对这些材料的反应为分析影响他们反应准确性和达到标准表现的因素提供了一个具有教育相关性的因变量。大多数学术材料的复杂性变化会混淆条件分析，而编程序列消除了这种变化，从而观察到三种强化条件的差异效果。这三种条件是：无代币的基线、代币与正确书写反应相关联，以及非关联代币。一致观察到，当儿童的正确反应产生代币时，他们的准确性更高，而非关联代币会降低准确性，使其低于基线水平。
