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Peer reinforcement control of classroom problem behavior.同伴强化控制课堂问题行为。
J Appl Behav Anal. 1973 Spring;6(1):49-56. doi: 10.1901/jaba.1973.6-49.
2
Positive peer pressure: the effects of peer monitoring on children's disruptive behavior.积极的同伴压力：同伴监督对儿童破坏性行为的影响。
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Parental values, reinforcement, and young children's prosocial behavior: a longitudinal study.父母价值观、强化与幼儿亲社会行为：一项纵向研究
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引用本文的文献

1
Toward a technology of generalization: The identification of natural contingencies of reinforcement.迈向一种泛化技术：强化自然偶联的识别。
Behav Anal. 1986 Spring;9(1):19-26. doi: 10.1007/BF03391926.
2
An implicit technology of generalization.一种隐含的泛化技术。
J Appl Behav Anal. 1977 Summer;10(2):349-67. doi: 10.1901/jaba.1977.10-349.
3
Effects of peer social initiations on the behavior of withdrawn preschool children.同伴社会引发对退缩型学龄前儿童行为的影响。
J Appl Behav Anal. 1977 Summer;10(2):289-98. doi: 10.1901/jaba.1977.10-289.
4
An analysis of a performance feedback system: the effects of timing and feedback, public posting, and praise upon academic performance and peer interaction.绩效反馈系统分析：时间和反馈、公开张贴和表扬对学术表现和同伴互动的影响。
J Appl Behav Anal. 1975 Winter;8(4):449-57. doi: 10.1901/jaba.1975.8-449.
5
Positive peer pressure: the effects of peer monitoring on children's disruptive behavior.积极的同伴压力：同伴监督对儿童破坏性行为的影响。
J Appl Behav Anal. 1984 Summer;17(2):213-27. doi: 10.1901/jaba.1984.17-213.
6
Training prosocial behaviors to young children: an analysis of reciprocity with untrained peers.对幼儿进行亲社会行为训练：与未受过训练的同伴的互惠性分析。
J Appl Behav Anal. 1985 Fall;18(3):187-200. doi: 10.1901/jaba.1985.18-187.
7
The use of peer monitors to reduce negative interaction during recess.使用同伴监督员来减少课间休息期间的负面互动。
J Appl Behav Anal. 1985 Summer;18(2):141-53. doi: 10.1901/jaba.1985.18-141.
8
The effectiveness of behavior modification on hyperkinesis.行为矫正对多动症的疗效。
Child Psychiatry Hum Dev. 1985 Winter;16(2):87-96. doi: 10.1007/BF00705943.
9
Effects of methylphenidate alone and in combination with behavior modification procedures on the behavior and academic performance of hyperactive children.哌甲酯单独使用及与行为矫正程序联合使用对多动症儿童行为及学业表现的影响。
J Abnorm Child Psychol. 1978 Mar;6(1):149-61. doi: 10.1007/BF00915790.
10
An experimental analysis of peer social initiations on the behavior of withdrawn preschool children: some training and generalization effects.对退缩型学龄前儿童行为中同伴社交发起行为的实验分析：一些训练及泛化效果
J Abnorm Child Psychol. 1977 Dec;5(4):445-55. doi: 10.1007/BF00915092.

本文引用的文献

1
An elementary student as a behavioral engineer.一个小学生成为行为工程师。
J Appl Behav Anal. 1969 Summer;2(2):85-92. doi: 10.1901/jaba.1969.2-85.
2
Rules, praise, and ignoring: elements of elementary classroom control.规则、表扬和忽视：小学课堂控制的要素。
J Appl Behav Anal. 1968 Summer;1(2):139-50. doi: 10.1901/jaba.1968.1-139.
3
Assertive behavior in children: a step toward a theory of aggression.儿童的坚定行为：迈向攻击理论的一步。
Monogr Soc Res Child Dev. 1967;32(5):1-43.
4
Child-child interactions in free field settings: some experimental analyses.自由场景下儿童间的互动：一些实验分析
J Exp Child Psychol. 1967 Jun;5(2):278-93. doi: 10.1016/0022-0965(67)90013-6.
5
The reinforcement of behavior in institutional settings.机构环境中行为的强化。
Behav Res Ther. 1966 Aug;4(3):157-67. doi: 10.1016/0005-7967(66)90002-7.

同伴强化控制课堂问题行为。

Peer reinforcement control of classroom problem behavior.

机构信息

The University of Tennessee.

出版信息

J Appl Behav Anal. 1973 Spring;6(1):49-56. doi: 10.1901/jaba.1973.6-49.

DOI:10.1901/jaba.1973.6-49
PMID:16795394
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1310805/
Abstract

Peer and teacher interactions with five "disruptive" children were studied in an elementary school classroom. The intent of the study was to analyze experimentally peer reinforcement control of the disruptive children's problem behaviors. Social attention provided by all peers was found to be directed exclusively to the problem behaviors during baseline. Following baseline, several manipulations of selected peer social attention demonstrated the reinforcement function of this stimulus class.

摘要

在一所小学的教室里，研究了同伴和教师与五个“捣乱”儿童的互动。该研究的目的是通过实验分析同伴对捣乱儿童问题行为的强化控制。在基线期，所有同伴提供的社会关注都被发现完全指向问题行为。在基线期之后，对选定同伴社会关注的几种操作表明了这种刺激类别的强化作用。