Virginia Polytechnic Institute and State University.
J Appl Behav Anal. 1983 Winter;16(4):485-91. doi: 10.1901/jaba.1983.16-485.
The primary purpose of this study was to examine the effects on one child of observing another child receive direct social reinforcement. In the first part of the study, pairs of same-sex children worked on puzzles for three sessions spaced 2 to 3 days apart. One child was praised on a continuous schedule for performance, whereas the other received no praise. Although children who observed other children being praised increased their performance initially (as predicted by vicarious reinforcement and social comparison hypotheses), their performance decreased over time, reaching levels below their own baseline rates. In the second part of the study, intermittent praise delivered to the observing child was examined as a potential strategy to reverse the unexpected effects obtained in the first part of the study. Intermittent praise was found to be effective in reducing these effects and in producing enhanced performance. Individual data, as well as group data, are presented. Results are discussed in light of theoretical and applied issues related to the use of vicarious reinforcement in applied settings.
本研究的主要目的是考察观察到另一个孩子得到直接社会强化对一个孩子的影响。在研究的第一部分，两组同性别的孩子在 2 到 3 天的间隔内进行了三次拼图游戏。一个孩子因表现而连续受到表扬，而另一个孩子则没有得到表扬。尽管观察到其他孩子被表扬的孩子最初会提高他们的表现（这是根据替代强化和社会比较假设预测的），但他们的表现随着时间的推移而下降，达到低于自己基线水平的水平。在研究的第二部分，考察了对观察孩子进行间歇性表扬作为扭转第一部分研究中意外效果的潜在策略。研究发现，间歇性表扬可以有效地减少这些影响，并提高表现。呈现了个体数据和群体数据。结果根据与在应用环境中使用替代强化相关的理论和应用问题进行了讨论。
