Reed College.
J Appl Behav Anal. 1981 Winter;14(4):425-33. doi: 10.1901/jaba.1981.14-425.
This study examines the effects of contingent reinforcement under conditions of pupil-selected and teacher-selected performance standards upon pupils' academic response rates. The academic response rate was measured by the number of correct responses emitted per session. Thirty pupils (15 second-graders and 15 third-graders) were randomly assigned to one of three experimental groups, based on matched triplets. One group worked under pupil-selected standards; the second group worked under standards selected by the experimenter with each pupil yoked to a member of the pupil-selected standards groups. Both groups participated in the calculation of their daily earnings. The third group served as a no-contingency control group. Baseline academic response rates on writing and math tasks were determined. During the experimental sessions reinforcement was provided in the form of points which were later traded for tangible rewards. The pupil-selected standards group showed a significantly greater number of correct responses in the writing and math tasks than the externally selected standards group.
本研究考察了在学生选择和教师选择的绩效标准条件下，附带强化对学生学习反应率的影响。学习反应率通过每节课正确回答的数量来衡量。30 名学生（15 名二年级学生和 15 名三年级学生）根据匹配的三胞胎被随机分配到三个实验组之一。一组学生根据自己选择的标准工作；第二组学生根据实验者选择的标准工作，每个学生与选择学生标准的小组中的一名成员配对。两组学生都参与了每日收入的计算。第三组作为无强化对照组。确定了写作和数学任务的基线学习反应率。在实验期间，以积分的形式提供强化，之后可以用积分换取有形奖励。在写作和数学任务中，学生自主选择标准的小组比外部选择标准的小组表现出更多的正确回答。
