Van Houten R, Nau P A
J Appl Behav Anal. 1980 Spring;13(1):13-21. doi: 10.1901/jaba.1980.13-13.
The performance of all five students in an adjustment class for deaf children was compared under fixed and variable ratio schedules of reinforcement. During the fixed ratio (FR) condition, students earned checks if they were attentive and did not engage in disruptive behavior. These checks could be exchanged for the opportunity to draw a prize from a grab bag. During the variable ratio (VR) condition, they earned a draw from the grab bag according to a variable ratio schedule with a mean ratio equal to the value of the preceding FR schedule. During the VR condition, students visually attended more and engaged in disruptive behavior less often than during the FR condition. The number of math problems completed per minute was also higher during the VR condition although no specific consequences were applied to math performance.
在固定比率和可变比率强化程序下，对一个聋儿适应班的五名学生的表现进行了比较。在固定比率（FR）条件下，如果学生专心且不参与破坏性行为，他们就能获得支票。这些支票可以用来换取从抽奖袋中抽奖的机会。在可变比率（VR）条件下，他们根据可变比率程序从抽奖袋中抽奖，平均比率等于前一个FR程序的值。在VR条件下，与FR条件相比，学生的视觉注意力更集中，破坏性行为更少。在VR条件下，每分钟完成的数学题数量也更多，尽管对数学成绩没有施加具体的奖惩措施。
