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991.
This series of four experiments sought to assess the comparative effects of multiple- versus single-ratio schedules on a pupil's responding to mathematics materials. Experiment I, which alternated between single- and multiple-ratio contingencies, revealed that during the latter phase the subject responded at a higher rate. Similar findings were revealed by Exp. II. The third experiment, which manipulated frequency of reinforcement rather than multiple ratios, revealed that the alteration had a minimal effect on the subject's response rate. A final experiment, conducted to assess further the effects of multiple ratios, provided data similar to those of Exp. I and II. 相似文献
992.
The attendance rates of welfare recipients at self-help group meetings was compared when supplementary reinforcement was given for attending and when it was not. Reinforcers included donated items, such as clothing and household goods, and information about welfare services. It was found that the attendance at meetings averaged three recipients per meeting without reinforcement and 15 recipients per meeting with reinforcement. There was evidence that attendance was associated with participation in other self-help activities. It was concluded that practical forms of reinforcement can be found to maintain the participation of severely disadvantaged populations in self-help groups. 相似文献
993.
Dorsolateral frontal ablations and response processes in monkeys 总被引:1,自引:0,他引:1
J S Stamm 《Journal of comparative psychology (Washington, D.C. : 1983)》1970,70(3):437-447
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S Kuusinen 《Journal of personality》1970,38(3):329-343
The present study tested the hypothesis of a curvilinear relationship between preference for complexity and each of two components of creativity—originality and fluency—for four complexity levels within the upper half of the complexity distribution The hypothesis was based on an interpretation of extremely high complexity levels as emphasizing rejection of conventionality more than fondness for novelty and tolerance of ambiguity The results not only supported the main hypothesis of a curvilinear relationship but also suggested that originality and fluency declined beyond the second level of complexity studied. Question is cast on the assumption that increasing complexity is necessarily productive of increasing creativity Lastly, the results were interpreted as also being consistent with Berlyne's (1967) hypothesis that moderate increases in arousal are most conducive to learning 相似文献