Konarski E A, Crowell C R, Duggan L M
Appl Res Ment Retard. 1985;6(1):15-31. doi: 10.1016/s0270-3092(85)80019-9.
This research was designed to evaluate the proposed advantages of response deprivation as the basis for establishing reinforcement schedules in applied settings. In Experiment 1, response deprivation was used to improve the cursive writing of six EMR children, using math as the contingent response. The results suggested that writing improved in schedules that produced response deprivation and when the children were given corrective feedback on their performances. In Experiment 2, reversibility of reinforcement was investigated in four EMR children working on math and writing tasks. The students were sequentially presented two reinforcement schedules that produced response deprivation; however, the instrumental and contingent responses were reversed from the first to the second. Consistent with the response deprivation view, the results indicated an increase in instrumental responding in both schedules, which suggests that reversibility of reinforcement can be achieved simply by changes in schedule requirements. In summary, the results of both experiments offered support for response deprivation as an alternative method of producing reinforcement in educational settings.
本研究旨在评估将反应剥夺作为在应用环境中建立强化程序基础的潜在优势。在实验1中，以数学作为伴随反应，运用反应剥夺来改善6名教育可教智力障碍（EMR）儿童的草书书写。结果表明，在产生反应剥夺的程序中，以及当给予儿童关于其表现的纠正反馈时，书写得到了改善。在实验2中，对4名从事数学和书写任务的EMR儿童的强化可逆性进行了研究。学生们依次呈现两种产生反应剥夺的强化程序；然而，工具性反应和伴随反应从第一个程序到第二个程序发生了逆转。与反应剥夺观点一致，结果表明在两种程序中工具性反应都有所增加，这表明强化的可逆性可以通过改变程序要求简单实现。总之，两个实验的结果都支持反应剥夺作为在教育环境中产生强化的一种替代方法。
