INSTRUCTIONS,FEEDBACK, AND REINFORCEMENT IN REDUCING ACTIVITY LEVELS IN THE CLASSROOM

The biomotometer, an electronic device which simultaneously measures motor activity and provides auditory feedback, was used in combination with material reinforcers in an experiment to reduce children's activity level in a classroom setting. Subjects were nine boys and two girls, aged 9–13, from a day hospital program for emotionally disturbed children. After five baseline trials, each child had five contingent reinforcement trials in which he/she received feedback “beeps” from the biomotometer and was given toy or candy rewards after each trial in which activity fell at least 20% below mean baseline level. Then five noncontingent reinforcement trials were run in which children received rewards for wearing the apparatus without the feedback attachment. Results indicated that the intervention “package,” including instructions, feedback, and contingent reinforcement, was successful in all five trials for 8 of 11 children. Activity levels increased during the final noncontingent phase.     

The attributional response of males and females to noncontingent feedback

The attributions of male and female college student subjects following exposure to noncontingent, contingent, and no-feedback conditions were analyzed in a 2×3 multivariate analysis of variance. The experimental hypothesis was that exposure to noncontingent feedback would result in more depressive attributions than exposure to contingent feedback or to no feedback, and that this effect would be moderated by gender. The hypothesis was partially supported in that females receiving noncontingent feedback on a concept discrimination problem subsequently made more internal attributions for negative events than male subjects receiving noncontingent feedback and female subjects receiving contingent feedback or no feedback.     

Learned helplessness: Not dependent upon cognitions, attributions, or other such phenomenal experiences

Subjects shot a light gun at a target with a photorecepter cell in the bull's-eye, with the only information regarding their accuracy being provided by reinforcing tone signals. Half the subjects received reinforcers contingent upon their hits. The others were yoked to the contingent subjects, receiving non-contingent reinforcers in the same patterns. Experiment 1 compared contingent or noncontingent positive or aversive reinforcers in their effect on subsequent anagrams performance. Phenomenal experiences, such as cognitive awareness, attributions, and moods, were assessed. Subjects exhibited a strong helplessness effect independent of their phenomenal experiences. In Experiment 2 the independent variables of contingent/noncontingent reinforcement and awareness of noncontingency were manipulated orthogonally by informing half the subjects that their reinforcement had been noncontingent in the target-shooting. Actual noncontingency produced a strong helplessness effect whereas “awareness of noncontingency” did not.     

MUSICAL REINFORCEMENT OF PRACTICE BEHAVIORS AMONG COMPETITIVE SWIMMERS

This study determined whether music could be used as a reinforcer for increasing productive and decreasing nonproductive behavior of 6 competitive swimmers during the dry-land portion of a practice session. The swimmers were randomly assigned to either the contingent reinforcement group, who received music for productive behavior, or the noncontingent group, who received music regardless of their training productivity. An ABAB design showed that a large and immediate increase in productive practice behavior and decrease in nonproductive practice behavior occurred during the contingent phase compared to the baseline phase. Subjects rated the musical reinforcement favorably and elected to have the procedure continued.     

Peer and college-student tutoring as reinforcement in a token economy

Eighteen second-grade children initially received feedback in the form of nonredeemable tokens for reducing their disruptive classroom behavior. Four types of tutoring were then introduced in a Latin Square Design: noncontingent tutoring from fifth-grade peers, contingent peer tutoring, noncontingent college tutoring, and contingent college tutoring. No significant difference was found in the level of disruptive behavior of those children tutored by fifth-grade peers or college students, but contingent tutoring was significantly effective in reducing disruptive classroom behavior.     

Self-Handicapping and Dimensions of Perfectionism: Self-Presentation vs Self-Protection

After receiving contingent or noncontingent success feedback on a test, subjects were given the opportunity to self-handicap by selecting impairing (vs enhancing) music to listen to while taking a second test. Privacy of tape choice and posttest scores were manipulated. Overall, subjects were more likely to self-handicap after noncontingent than contingent success. In addition, high self-orientated perfectionists self-handicapped in public and in private, presumably for purposes of self-protection. High socially prescribed perfectionists self-handicapped more after noncontingent than contingent success in public but not in private. Presumably for this group, impression management is a primary concern.     

First-grade boys' responses to a new task following noncontingent feedback

Sixty-four first-grade boys trained on a two-choice discrimination task received positive feedback either contingent upon their correct responses or in the same amount but noncontingently. Each child was then asked to choose between two alternate ways of accumulating pennies. He could solve problems and earn pennies for correct responses to a contingent task, or he could collect pennies at the same rate by remaining passive. The purpose of this research was to determine if the usual effects of noncontingent feedback would transfer from a simple training procedure to a different contingent task. It was found that the total amount of time spent at the passive alternative did not differ between training conditions. However, a significantly greater number of noncontingently trained children did choose the passive alternative early during testing; these children either gave all of their time to the passive alternative or, very shortly after attempting the task, switched to the passive response. When the noncontingently trained children did choose to work actively during testing, their performance reflected ineffective problem-solving strategies. These results suggest that even when conditions change, experience with prior noncontingent feedback disrupts the ability to utilize contingent information.     

INCREASING APPROPRIATE SPEECH IN A CHRONIC SCHIZOPHRENIC

In a severely withdrawn schizophrenic, a combination of instructions, modeling, informational feedback, and noncontingent reinforcement was associated with a low rate of appropriate verbalizations. However, an increase in speech output was obtained using a combination of instructions, modeling, informational feedback, and contingent reinforcement. The design of this study thus permitted the conclusion that contingent reinforcement was crucial in bringing about the increase in appropriate verbalizations. The three verbal behaviors that increased in frequency were: (a) the number of socially appropriate words emitted, (b) declarative statements, and (c) appropriate replies to questions. The verbal behaviors of conversational questions and positive conversational feedback failed to be significantly affected by the experimental procedures. An attempt was also made to establish whether having the subject engage in the observable, information-gathering response of reading aloud would result in increased speech output during a subsequent conversation period. Having the subject read aloud failed to have any discernible positive effect on his speech output. A withdrawal design was used to evaluate the effectiveness of the experimental procedures. The importance of assessing changes in verbal output with a variety of verbal response measures, stereotyped verbal behaviors, and carryover effects are discussed.     

Effects of learned helplessness training on instrumental heart rate control in humans

In Experiment 1, subjects who received feedback contingent on short interbeat intervals (relative to a baseline period) learned to accelerate their heart rates, but subjects who received noncontingent feedback did not. In Experiment 2, subjects who were exposed to noncontingent aversive noises later showed significant performance deficits on both an instrumental and a cognitive task. Attributional style predicted helplessness deficits on the cognitive but not the instrumental task. Experiment 3 demonstrated that experimentally induced helplessness interferes with biofeedback learning. Attributional style did not predict the occurrence of helplessness deficits in this context. Results are discussed in terms of the nature of biofeedback training and the range of behaviors that learned helplessness training affects.     

Social feedback to infants' babbling facilitates rapid phonological learning

Infants' prelinguistic vocalizations are rarely considered relevant for communicative development. As a result, there are few studies of mechanisms underlying developmental changes in prelinguistic vocal production. Here we report the first evidence that caregivers' speech to babbling infants provides crucial, real-time guidance to the development of prelinguistic vocalizations. Mothers of 9.5-month-old infants were instructed to provide models of vocal production timed to be either contingent or noncontingent on their infants' babbling. Infants given contingent feedback rapidly restructured their babbling, incorporating phonological patterns from caregivers' speech, but infants given noncontingent feedback did not. The new vocalizations of the infants in the contingent condition shared phonological form but not phonetic content with their mothers' speech. Thus, prelinguistic infants learned new vocal forms by discovering phonological patterns in their mothers' contingent speech and then generalizing from these patterns.     

The effects of token procedures on a teacher's social contacts with her students

The effects of a token system on a teacher's rate of social contacts with her students were investigated in a public school kindergarten. A group of six children were observed daily during a 20-min handwriting lesson. The children were divided into two groups (A and B) of three children each. Five conditions were imposed sequentially: (1) baseline without tokens, (2) contingent tokens for Group A, noncontingent tokens for Group B, (3) contingent tokens for Group B, noncontingent tokens for Group A, (4) reinstatement of condition 2, and (5) contingent tokens for both groups. It was consistently observed that the teacher's rate of social contact was higher with the children receiving the contingent tokens than with those who received noncontingent tokens.     

The effects of reward and perception of competency upon intrinsic motivation

The effects of contingent and noncontingent reward upon subsequent performance on a decoding task were compared. The results indicated that reward had an overall detrimental effect. There was some evidence that contingent reward was more detrimental than noncontingent reward. The informational aspect of the reward was also varied. Subjects were made to feel either more competent than, equal to, or less competent than the average student. The competency manipulation did not affect subsequent performance. It did affect subjects' willingness to participate in a similar experiment in the future.     

ACQUISITION AND MAINTENANCE OF HEALTH-CARE ROUTINES AS A FUNCTION OF FEEDBACK DENSITY

Two schedules of feedback were examined to determine their relative effects on the acquisition and maintenance of three health-care routines: feeding, positioning, and transferring physically disabled patients. Four direct service providers' performances in the natural environment were measured weekly. Concurrent schedules and multiple baselines across subjects and response classes were used to evaluate the effects of written instructions combined with either continuous, intermittent, or no-feedback schedules. Results showed that instructions alone led to slight and usually brief changes. Marked improvements were noted after feedback was introduced, with the continuous schedule producing more rapid acquisition. Follow-up measures indicated performance maintenance for both schedules. Subjects rated the feedback programs favorably and recommended provision of this service to co-workers. Cost estimates indicated that, although considerable time was spent developing the observational system, the feedback procedure was relatively inexpensive, easy to use, and did not interfere with patient care.     

ELIMINATION OF BEDTIME THUMBSUCKING IN HOME SETTINGS THROUGH CONTINGENT READING1

Reading stories at bedtime was made contingent upon nonthumbsucking for girls 3, 6, and 8 yr old. According to their mothers, all had been persistent thumbsuckers since infancy. Two had accompanying dental disorders. During baseline conditions, continuous noncontingent reading occurred. During experimental conditions, reading terminated on each occasion thumbsucking was observed and resumed immediately when thumbsucking ceased. High percentages of thumbsucking occurred during baseline conditions when reading was noncontingent, and low percentages occurred during experimental conditions when reading was contingent. Bedtime thumbsucking was eliminated for all three girls.     

Self-attribution of attitude as a function of belief feedback

Previous research has found that subjects listening to a communication can be persuaded more when they receive false physiological feedback concerning their emotional state than when such feedback is not presented. Such results, in conjunction with Bem's (1972) postulate that subjects infer their attitude from the external circumstances of their behavior, suggested that false feedback of belief or disbelief would affect persuasion. Subjects listened to a speech while observing their (false) reactions on a "belief meter." Half of the subjects received strong positive belief feedback, and the other half received strong disbelief feedback. Demand characteristics were varied by telling half of the subjects in each group that the meter was highly reliable and valid and the other half that is was of questionable validity. Results showed that the meter feedback affected self-attributions of attitude. Subjects receiving disbelief feedback rated their attitude the same as a control group who merely completed the attitude scale. Subjects receiving belief feedback were persuaded more than a control group receiving only the communication. The implications of the data for the construct of attitude were discussed.     

THE EFFECTS OF CONTINGENT AND NONCONTINGENT REWARDS ON THE I.Q. SCORES OF CHILDREN OF ABOVE-AVERAGE INTELLIGENCE1

This study investigated the effects of candy reinforcement on I.Q. test scores in first and second graders of above-average intelligence. Thirty-six subjects were randomly assigned to one of three groups and either given candy contingent on correct responses, noncontingently, or not given candy. After measuring all subjects on Form L of the revised Stanford Binet, each subject in the contingent group was given an M & M immediately following each correct answer on Form M, while a yoked-comparison subject received the same number of M & M's before responding to a question and therefore without regard to correctness of answers. It was expected that both types of candy administration would produce higher I.Q. change scores than the no-candy control group, but there were no statistically significant differences among the three treatments. The differences between the first and second test scores were 4.17 (contingent), 4.67 (noncontingent), and 1.00 (no reinforcement). Reasons for this failure to replicate previous findings were discussed.     

THE INFLUENCE OF UPWARD FEEDBACK ON SELF- AND FOLLOWER RATINGS OF LEADERSHIP

The impact of upward feedback (followers' perceptions of leadership provided to leaders) on leaders' self-evaluations and followers' subsequent ratings of leadership was assessed in a field setting. Subjects were 978 student leaders and their 1,232 followers. Results indicated that overall, leaders' behaviors as rated by followers improved after feedback. Leaders' self-evaluations following feedback became more similar to the evaluations provided by followers. Interestingly, when leaders were grouped according to whether feedback was positive, neutral, or negative based on agreement between self- and follower ratings, differences between groups in post-feedback self-evaluations and follower ratings emerged. Self-evaluations for leaders receiving negative feedback (high self- relative to followers' ratings) went down, while self-evaluations for leaders receiving positive feedback (low self- relative to follower's ratings) went up. Follower ratings of leaders who received negative feedback improved following feedback to leaders, while there was no change in follower ratings for those receiving positive feedback. Implications for using upward feedback in organizations are discussed.     

Stereopsis with opposite contrast contours

The effects of incidental stimuli, defined as visual stimuli not under verbal control, upon a selection task were observed as a function of feedback contingency. Ss judged letter pairs to be valid or invalid completions of preceding letter parts. During the presentation of the letter parts, the response pair or an alternative pair of letters was intermittently presented at a threshold value individually determined for each S. One group of Ss received a light feedback of performance contingent upon responding to the incidental stimuli; whereas a second group received a random noncontingent feedback. The results indicated: (a) both groups responded to the incidental stimuli; (b) feedback contingency had no effect on frequency of responding to the incidental stimuli; (c) frequency of responding to the incidental stimuli remained constant over 32 trials.     

Jung's Psychological Types: Meaning and Consistency of the Questionnaire

Third-grade children (n = 72) completed arithmetic problems in an individually conducted experimental session while receiving one of three types of verbal feedback (positive statements, negative statements, or their combination), either randomly or contingent on the accuracy of their answers. Random feedback produced a higher rate of responding than did contingent feedback with no loss of accuracy. The varying types of verbal feedback statements did not produce differential effects on either rate or accuracy measures. These results were discussed in terms of the ineffectiveness of verbal feedback in producing differential results with tasks not involving new learning and in terms of mechanisms which could account for the efficacy of random feedback.     

Cortical alpha rhythm, biofeedback, and the determinants of subjective state

A critical assumption in the rationale for the clinical application of voluntary control over central nervous system (CNS) activity is that there exists a direct relationship between specific CNS activities and specific subjective mood states. The experiment reported here was based on the idea that a joint manipulation of both cognitive and physiological (i.e., alpha electroencephalographic [EEG]) variables would provide information required for an explication of the processes involved in subjective mood change. Three main variables were considered in the present experiment. First, the instructions were designed to induce a "set" or expectations for either positive or negative changes in subjective mood. Second, the type of feedback (alpha or not alpha) was varied. Those in the not-alpha feedback condition received feedback contingent on the absence of alpha activity, whereas those in the alpha feedback condition received feedback contingent on the presence of alpha activity. Third, an estimate of each individual's baseline alpha density was obtained, and on this basis subjects were classified as high-baseline or low-baseline subjects. Baseline alpha density, alpha density during training, and subjective mood were all considered as continuous variables. The results of the present study indicate that biofeedback of the cortical alpha rhythm is neither a sufficient nor a necessary condition for changes in subjective mood. In addition, the type of instructions designed to set subjects for positive or negative alterations in subjective states is predictive of changes in subjective state reported during alpha biofeedback training as well as of success at controlling and changing EEG during feedback training. The data presented here permit a direct examination of the actual relationship of EEG changes to changes in subjective mood state. Similar shifts in subjective mood state can be obtained with either increases or decreases in alpha activity. Further, both positive and negative subjective experiences can be associated with increases in alpha activity.