Kirby K C, Fowler S A, Baer D M
Department of Psychiatry and Behavioral Science, University of Texas Health Science Center, Houston 77030.
J Appl Behav Anal. 1991 Fall;24(3):487-98. doi: 10.1901/jaba.1991.24-487.
Reactivity refers to behavior change that occurs during self-recording without specific programming of consequences. We analyzed the effects of obtrusiveness of recording procedure and peer comments on reactivity to self-recording. Three first-grade students in Experiment 1 completed math questions during a 5-min work period. When we gave the children recording devices and told them to try to complete more questions than the highest number they had previously completed, math performance increased, as did the number of verbalizations about it. Two children showed more reactivity when they used the more obtrusive recording device. Because the increase in math performance corresponded closely to increases in peer comments, we manipulated peer comments directly in Experiment 2. Four second-grade students completed a math task and an alphabet task. Three of the students showed increased math performance during periods when peer comments occurred compared to periods when peer comments did not occur. Although the data from the math task suggested that peer comments can enhance reactivity, we did not observe this relationship with the alphabet task. These results suggest that the conditions necessary to produce desirable results through self-recording are complex and contextually specific.
反应性是指在自我记录过程中发生的行为变化，而无需对结果进行特定的程序设定。我们分析了记录程序的干扰性和同伴评论对自我记录反应性的影响。实验1中的三名一年级学生在5分钟的作业时间内完成数学题。当我们给孩子们记录设备并告诉他们尝试完成比他们之前完成的最高数量更多的题目时，数学成绩提高了，关于数学的言语表达数量也增加了。当使用干扰性更强的记录设备时，两名儿童表现出了更强的反应性。由于数学成绩的提高与同伴评论的增加密切相关，我们在实验2中直接操纵了同伴评论。四名二年级学生完成了一项数学任务和一项字母任务。与没有同伴评论的时期相比，三名学生在有同伴评论的时期数学成绩有所提高。尽管来自数学任务的数据表明同伴评论可以增强反应性，但我们在字母任务中未观察到这种关系。这些结果表明，通过自我记录产生理想结果所需的条件是复杂的且因情境而异。
