Henley Amy J, Hirst Jason M, DiGennaro Reed Florence D, Becirevic Amel, Reed Derek D
1Department of Applied Behavioral Science, University of Kansas, 4001 Dole Human, Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045-7555 USA.
2Present Address: Rehabilitation Institute, Southern Illinois University, Carbondale, IL USA.
Anal Verbal Behav. 2016 Sep 23;33(1):24-40. doi: 10.1007/s40616-016-0063-5. eCollection 2017 Jun.
This study evaluated the effects of four instructional variants on instruction following under changing reinforcement schedules using an operant task based on Hackenberg and Joker's , , 367-383 (1994) experimental preparation. Sixteen college-aged adults served as participants and were randomly assigned to one of four instruction conditions (directive, generic, non-directive, and control). Results suggest textual verbal behavior modulated instruction following. Specifically, directive and generic instructions produced greater levels of instructional control and relatively lower levels of schedule control compared to non-directive instructions. Thus, participants in the directive and generic groups responded in accordance with the instructions even when schedules of reinforcement favored deviation from the instructed pattern. In contrast, participants in the non-directive group responded toward the optimal pattern. In the control condition, participant responding was variable but toward the optimal pattern. Findings are interpreted within the framework of Skinner's analysis of verbal behavior and formulation of rule governance.
本研究基于哈肯伯格和乔克（1994年，第367 - 383页）的实验准备，采用操作性任务，评估了四种教学变体在强化时间表变化情况下对遵循指令的影响。16名大学生作为参与者，被随机分配到四种教学条件（指令性、一般性、非指令性和控制组）之一。结果表明，文本言语行为调节了对指令的遵循。具体而言，与非指令性指令相比，指令性和一般性指令产生了更高水平的教学控制和相对较低水平的时间表控制。因此，指令性和一般性组的参与者即使在强化时间表有利于偏离所指示模式时，也会按照指令做出反应。相比之下，非指令性组的参与者朝着最优模式做出反应。在控制条件下，参与者的反应是可变的，但朝着最优模式。研究结果在斯金纳对言语行为的分析和规则治理的框架内进行了解释。
