实验者的指令、反馈和表扬对教师表扬和学生参与行为的影响。
The effects of experimenter's instructions, feedback, and praise on teacher praise and student attending behavior.
机构信息
University of Kansas.
出版信息
J Appl Behav Anal. 1973 Spring;6(1):89-100. doi: 10.1901/jaba.1973.6-89.
Systematic use of experimenter's instructions, feedback, and feedback plus social praise was used to increase teacher praise for student attending behavior of three elementary school teachers. Experimenter's verbal interactions with teachers, teacher's verbal praise for student behaviors, and pupil attending behavior were recorded during baseline conditions. As the three successive experimental conditions were introduced first with Teacher A, then with Teacher B, in a multiple baseline design, behaviors of the experimenter, the two teachers, and eight students were measured and recorded. In the cases of Teachers A and B, experimental condition one (Instructions) and experimental condition two (Feedback) produced inconclusive results. Experimental condition three (Feedback Plus Social Praise) produced more teacher praise for student attending behavior. The entire "Package" of Experimenter's Instructions, Feedback, and Feedback Plus Social Praise was introduced to Teacher C in a single experimental condition. As in the cases of Teachers A and B, behaviors measured were: (1) the experimenter's verbal interactions, (2) the teacher's praise of students, and (3) the student's attending behavior. Introduction of the "Package" also produced more teacher praise for student attending behavior.
系统地使用实验者的指导、反馈和反馈加社会赞扬来增加三位小学教师对学生参与行为的表扬。在基线条件下，记录了实验者与教师的言语互动、教师对学生行为的口头表扬以及学生的参与行为。在三个连续的实验条件下，首先在教师 A 中引入，然后在教师 B 中引入，采用多基线设计，测量和记录了实验者、两位教师和八名学生的行为。在教师 A 和 B 的情况下，实验条件一（指导）和实验条件二（反馈）的结果不确定。实验条件三（反馈加社会赞扬）产生了更多的教师对学生参与行为的表扬。实验者的指令、反馈和反馈加社会赞扬的整个“包”在单一实验条件下被引入教师 C。与教师 A 和 B 的情况一样，测量的行为包括：（1）实验者的言语互动，（2）教师对学生的表扬，（3）学生的参与行为。“包”的引入也产生了更多的教师对学生参与行为的表扬。
Zotero 插件