Bureau of Child Research University of Kansas.
J Appl Behav Anal. 1976 Fall;9(3):335-54. doi: 10.1901/jaba.1976.9-335.
Five small groups of preschool children were taught to share and praise by the modelling of these behaviors and reinforcement of their reports of sharing and praising. Experiment I demonstrated that modelling and reinforcement of any (true or untrue) reports of sharing, and then of praising, promptly increased reports of the corresponding behaviors. Modelling and reinforcement for true reports of each behavior increased both reporting and actual behavior. Experiment II showed that both reported and actual sharing and praising may be increased by modelling and reinforcement for true reports of the target behavior, without previous reinforcement for any (true or untrue) reports of those behaviors. Sharing, but not praising, generalized to a second setting. Experiment III replicated the results of Experiment II for sharing and praising, and demonstrated similar success in increasing a third behavior, specific praising. In general, these experiments show that developing correspondence between children's reports of behavior and actual behavior may be an efficient means of increasing prosocial responses.
五组小龄儿童通过模仿分享和赞扬行为并对其进行强化，从而学会了分享和赞扬。实验一表明，对任何（真实或虚假）分享报告的模仿和强化，以及对赞扬的模仿和强化，都会立即增加相应行为的报告。对每种行为的真实报告的模仿和强化，既增加了报告，也增加了实际行为。实验二表明，通过对目标行为的真实报告进行模仿和强化，而无需对任何（真实或虚假）行为报告进行先前强化，既可以增加报告的分享和赞扬，也可以增加实际的分享和赞扬。分享行为可以泛化到第二个环境中，但赞扬行为则不行。实验三复制了实验二在分享和赞扬方面的结果，并证明在增加第三种行为——具体的赞扬行为方面也取得了类似的成功。总的来说，这些实验表明，在儿童的行为报告和实际行为之间建立一致性可能是增加亲社会反应的有效手段。
