University of Virginia.
J Appl Behav Anal. 1996 Summer;29(2):189-200. doi: 10.1901/jaba.1996.29-189.
We investigated the effects of two teaching variables on students' Spanish vocabulary quiz performance: (a) group study and (b) individual versus group contingencies. In Experiment 1, we compared students' quiz scores under conditions in which students either studied independently and received no programmed reinforcement or studied in groups and received individual rewards for high scores. The results showed that, on average, the group-study individual-reward condition produced superior quiz scores. In Experiment 2, we compared individual (i.e., the superior condition in Experiment 1) and group contingencies within the context of the group study condition. On average across the class, group contingencies produced performance superior to individual contingencies. In both studies, however, benefits for the classes as a whole were mitigated by effects on individual students. These results extend the literature on the effects of group-based instructional activities and reinforcement contingencies. Educators who choose such procedures may encounter conflicting findings depending on whether they examine results at the group or individual level.
(a)小组学习和(b)个体与小组的关联。在实验 1 中，我们比较了学生在以下条件下的测验成绩：学生要么独立学习且没有得到强化，要么小组学习且高分获得个人奖励。结果表明，平均而言，小组学习个人奖励条件产生了更好的测验成绩。在实验 2 中，我们在小组学习条件下比较了个体（即实验 1 中的优越条件）和小组关联。平均而言，小组关联在全班范围内产生了优于个体关联的表现。然而，在这两项研究中，整体班级的收益因对个别学生的影响而受到限制。这些结果扩展了关于基于小组的教学活动和强化关联的影响的文献。选择此类程序的教育者可能会根据他们在小组或个人层面上检查结果而遇到相互矛盾的发现。
