University of Notre Dame.
J Appl Behav Anal. 1980 Winter;13(4):595-609. doi: 10.1901/jaba.1980.13-595.
First-grade children engaged in seatwork behaviors under reinforcement schedules established according to the Premack Principle and the Response Deprivation Hypothesis. Across two experiments, schedules were presented to the children in a counter-balanced fashion which fulfilled the conditions of one, both, or neither of the hypotheses. Duration of on-task math and coloring in Experiment 1 and on-task math and reading in Experiment 2 were the dependent variables. A modified ABA-type withdrawal design, including a condition to control for the noncontingent effects of a schedule, indicated an increase of on-task instrumental responding only in those schedules where the condition of response deprivation was present but not where it was absent, regardless of the probability differential between the instrumental and contingent responses. These results were consistent with laboratory findings supporting the necessity of response deprivation for producing the reinforcement effect in single response, instrumental schedules. However, the results of the control procedure were equivocal so the contribution of the contingent relationship between the responses to the increases in instrumental behavior could not be determined. Nevertheless, these results provided tentative support for the Response Deprivation Hypothesis as a new approach to establishing reinforcement schedules while indicating the need for further research in this area. The possible advantages of this technique for applied use were identified and discussed.
一年级的儿童在根据普雷马克原理和反应剥夺假说制定的强化时间表下进行座位作业行为。在两项实验中，以平衡的方式向儿童呈现时间表，满足一个或两个假设的条件，或者都不满足。实验 1 中，任务上的数学和绘画时间和实验 2 中任务上的数学和阅读时间是因变量。一种改良的 ABA 型撤消设计，包括一个控制时间表非偶然影响的条件，表明仅在存在反应剥夺条件而不存在该条件的情况下，工具反应的任务上反应增加，而与工具和偶然反应之间的概率差异无关。这些结果与支持在单一反应、工具性时间表中产生强化效应必须有反应剥夺的实验室发现一致。然而，控制程序的结果模棱两可，因此无法确定反应之间的偶然关系对工具性行为增加的贡献。尽管如此，这些结果为反应剥夺假说提供了初步支持，作为建立强化时间表的一种新方法，同时表明需要在该领域进行进一步研究。确定并讨论了该技术在应用中的可能优势。
