Eisenberger R, Mitchell M, McDermitt M, Masterson F A
J Exp Anal Behav. 1984 Jul;42(1):19-36. doi: 10.1901/jeab.1984.42-19.
Reinforcement of effortful performance in a given academic task has been found to increase the subsequent performance of other academic tasks. The learned-effort hypothesis assumes that individuals learn which dimensions of task performance are correlated with reinforcement of high effort, and generalize across tasks. Therefore, reinforcement of increased effort in a given dimension of one task should result in greater generalized effort in the same dimension of transfer performance than in another dimension. In accord with this view, preadolescent learning-disabled students who received points for high reading accuracy subsequently produced more accurate drawings and stories than did students whose points had been based upon high reading speed or upon mere completion of the reading task. Students who received points for high reading speed subsequently constructed stories more quickly than did children whose points had been based upon high reading accuracy or upon reading-task completion. Consistent with the more explicit and frequent feedback for accuracy than for speed in most academic tasks, generalized accuracy was much more durable than generalized speed.
研究发现，在特定学术任务中强化努力表现会提高后续其他学术任务的表现。习得努力假说认为，个体了解任务表现的哪些维度与高努力的强化相关，并在不同任务间进行推广。因此，在一项任务的特定维度上强化增加的努力，应会导致在迁移表现的同一维度上比在另一维度上产生更大的推广努力。根据这一观点，因高阅读准确性而获得分数的青春期前学习障碍学生，随后绘制的图画和创作的故事比那些分数基于高阅读速度或仅仅完成阅读任务的学生更准确。因高阅读速度而获得分数的学生随后创作故事的速度比那些分数基于高阅读准确性或阅读任务完成情况的孩子更快。与大多数学术任务中对准确性的反馈比速度更明确和频繁一致，推广后的准确性比推广后的速度更持久。
