Acker M M, O'Leary S G
Department of Psychology, State University of New York, Stony Brook 11794.
J Abnorm Child Psychol. 1987 Dec;15(4):549-57. doi: 10.1007/BF00917240.
The effects of positive consequences on appropriate behavior at the beginning of a classroom experience were examined during an academic program for students with behavioral and academic difficulties. The results showed that the use of reprimands alone was associated with high levels of on-task behaviors during the initial days of the class. The addition of praise produced no change in the rate of on-task behaviors or the level of academic performance. The withdrawal of all consequences caused significant decreases in on-task behavior and academic productivity. The subsequent use of praise alone led to an initial increase followed by a dramatic decline in on-task performance, resulting in no change in the average rate of on-task behavior relative to the use of no consequences. These results are consistent with previous findings indicating the importance of reprimands for maintaining appropriate classroom behavior. Speculations regarding potential roles of praise are briefly discussed.
在一个针对有行为和学习困难的学生的学术项目中，研究了积极后果对课堂体验开始时适当行为的影响。结果表明，仅使用斥责与课堂最初几天较高的专注行为水平相关。添加表扬并未使专注行为的发生率或学业成绩水平发生变化。取消所有后果导致专注行为和学习效率显著下降。随后仅使用表扬导致专注表现最初有所增加，随后急剧下降，相对于不施加任何后果的情况，专注行为的平均发生率没有变化。这些结果与之前的研究结果一致，表明斥责对于维持适当的课堂行为很重要。文中简要讨论了关于表扬潜在作用的推测。
