Neef N A, Shade D, Miller M S
Education Division, Graduate School of Education, University of Pennsylvania, Philadelphia 19104-6216.
J Appl Behav Anal. 1994 Winter;27(4):575-83. doi: 10.1901/jaba.1994.27-575.
We examined how reinforcer rate, quality, delay, and response effort combined to influence the choices of 6 youths with learning and behavior difficulties, and the viability of an assessment methodology derived from matching theory for determining differential responsiveness to those reinforcer and response dimensions. The students were given two concurrent sets of math problems that were equal on two dimensions but competed on two other dimensions (e.g., one set yielded higher rate and lower quality reinforcement than the other). Competing dimensions were counterbalanced across the six conditions of the initial assessment phase, permitting assessment of each dimension on time allocation. The conditions resulting in the most and least time allocated to one problem set alternative relative to the other were then replicated. Time allocated to each of the problems within sets was differentially affected by the reinforcer and/or response dimensions, with allocation patterns varying across students. The results are discussed in the context of implications for the design of treatments and extrapolations from basic research on matching and behavioral economics.
我们研究了强化物的频率、质量、延迟和反应努力如何共同影响6名有学习和行为困难的青少年的选择，以及一种源自匹配理论的评估方法在确定对这些强化物和反应维度的差异反应性方面的可行性。学生们被给予两组同时进行的数学问题，这两组问题在两个维度上相等，但在另外两个维度上相互竞争（例如，一组产生的强化频率更高但质量更低）。在初始评估阶段的六个条件中，竞争维度是平衡的，从而能够对每个维度的时间分配进行评估。然后复制导致相对于另一组问题集分配给一个问题集的时间最多和最少的条件。分配给每组内每个问题的时间受到强化物和/或反应维度的不同影响，分配模式因学生而异。我们将在治疗设计的意义以及从匹配和行为经济学的基础研究中进行推断的背景下讨论这些结果。
