Glassboro State College.
J Appl Behav Anal. 1984 Winter;17(4):553-7. doi: 10.1901/jaba.1984.17-553.
Many experimenters and practitioners regard eye contact between instructor and learner as a facilitator, if not a prerequisite, to the effective instruction of sighted people. Without scientifically supporting the practice of demanding eye contact, experimenters, nonetheless, advocate its use and offer a variety of procedures to promote its acquisition. To justify the widespread use of demanded eye contact and to explain its role functionally, one experiment and data from six replications with nine subjects are presented. The primary experiment provides an empirical base for the training of eye contact prior to instruction. In a multiple-baseline design across two students demanded eye contact resulted in levels of compliance that were double and triple those of baseline. A tentative functional analysis of demanded eye contact is presented, followed by a discussion of the relationship of eye contact to attending.
许多实验者和实践者认为，在向明眼人进行有效的教学时，教师与学习者之间的眼神交流不仅是一种促进因素，甚至是必要条件。尽管没有科学依据支持这种要求眼神交流的做法，但实验者仍然主张使用这种做法，并提供了各种程序来促进其获得。为了证明广泛使用要求的眼神交流是合理的，并从功能上解释其作用，本文呈现了一项实验和 9 名被试的 6 次重复实验的数据。主要实验为教学前进行眼神交流训练提供了实证基础。在对两名学生进行的跨多个基线设计中，要求的眼神交流导致的遵从水平是基线水平的两倍和三倍。本文提出了对要求的眼神交流的功能分析的初步探讨，接着讨论了眼神交流与注意力的关系。
