The Pennsylvania State University.
J Appl Behav Anal. 1973 Spring;6(1):71-8. doi: 10.1901/jaba.1973.6-71.
The effect of social reinforcement delivered to target subjects on the attentive behavior of adjacent peers was examined in a classroom setting. In a combined reversal and multiple baseline design, two pairs of mentally retarded children were sequentially exposed to three reinforcement phases. After baseline rates of attentive behavior were obtained, praise was delivered to the target subject in each subject pair for attentive behavior. After a reversal phase, praise was delivered contingently to target subjects for inattentive behavior. In a final phase, contingent praise for attentive behavior was reinstated for the target subjects. Throughout the study, nontarget subjects received no direct reinforcers. The results indicated a vicarious reinforcement effect. Reinforcing attentive behavior of target subjects increased this behavior in adjacent peers. However, reinforcing inattentive behavior of target subjects also increased the attentive behavior of adjacent peers. The effects obtained through vicarious reinforcement were considered to reflect the discriminative stimulus properties of reinforcement, which may serve as a cue for the performance of nonreinforced peers.
在课堂环境中，考察了对目标被试进行社会强化对相邻同伴注意行为的影响。在一项联合反转和多个基线设计中，两对智障儿童依次经历了三个强化阶段。在获得注意行为的基线率后，对每对被试中的目标被试的注意行为给予表扬。在反转阶段之后，根据目标被试的不注意行为给予有条件的表扬。在最后一个阶段，对目标被试的注意行为重新进行有条件的表扬。在整个研究过程中，非目标被试没有得到直接的强化物。结果表明存在间接强化效应。强化目标被试的注意行为增加了相邻同伴的这种行为。然而，强化目标被试的不注意行为也增加了相邻同伴的注意行为。通过间接强化获得的效果被认为反映了强化的辨别刺激特性，它可以作为非强化同伴表现的提示。
