Department of Psychiatry, University of Pittsburgh.
J Appl Behav Anal. 1983 Summer;16(2):243-9. doi: 10.1901/jaba.1983.16-243.
Naturally occurring levels of teacher commands, child compliance to those commands, and positive and negative teacher feedback were studied in 19 teachers and 130 children in kindergarten through third grade. Seventy-five of the children had been identified as "making a good social adjustment" to school (high-rated) and 55 children were identified as "not making a good social adjustment" to school (low-rated). Results of intensive observation over a 4-wk period showed that: (a) individual teachers differed significantly in their overall use of commands; however, they did not differentially respond to high- versus low-rated children; (b) high-rated children were more likely to comply with commands than were low-rated children; (c) although the overall level of positive social consequences was extremely low, there was some indication that high-rated children were more likely to receive positive feedback for compliance than were low-rated children; (d) low-rated children received significantly more positive feedback than high-rated children for noncompliance; (e) teachers gave negative feedback for noncompliance at an equal level to both groups of children; and (f) although repeated teacher commands following noncompliance were equal across groups, low-rated children were exposed to significantly higher levels of repeated commands following compliance than were high-rated youngsters.
自然发生的教师指令水平、儿童对这些指令的遵从度、以及教师的正反馈和负反馈，在幼儿园至三年级的 19 名教师和 130 名儿童中进行了研究。其中 75 名儿童被认定为“对学校有良好的社会适应”（高分），55 名儿童被认定为“对学校适应不良”（低分）。经过 4 周的密集观察，结果表明：（a）个别教师在总体上使用指令方面存在显著差异；但他们对高分和低分儿童的反应没有差异；（b）高分儿童比低分儿童更有可能遵从指令；（c）尽管积极的社会后果总体水平极低，但有一些迹象表明，高分儿童因遵从而获得积极反馈的可能性高于低分儿童；（d）低分儿童因不遵从而获得的积极反馈明显多于高分儿童；（e）教师对不遵从行为给予的负反馈在两组儿童中是平等的；（f）尽管不遵从行为后教师重复指令的次数在两组之间是相等的，但低分儿童在遵从后经历的重复指令次数明显高于高分儿童。
