A conditioning technique applicable to elementary school classrooms

A procedure was developed for use in a public school classroom where only one of the children needed treatment, sophisticated apparatus was not feasible, personnel were untrained in conditioning techniques, and where disruption had to be minimized. Candy reinforcers were contingent upon working behavior. The total candy earned in the session was divided equally among the class. Portable radio control apparatus was adopted to give feedback to the child when he was displaying the desired working behavior. An increase in working behavior and a decrease in talking aloud and out-of-seat behavior was observed for each of the four subjects. When the feedback apparatus was removed, the desired behavior was maintained through candy reinforcement alone in all four subjects.     

Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom

Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that included several "problem children". After baseline rates of the inappropriate behaviors were obtained, the class was divided into two teams "to play a game". Each out-of-seat and talking-out response by an individual child resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the student's team. In this manner a contingency was arranged for the inappropriate behavior of each child while the consequence (possible loss of privileges) of the child's behavior was shared by all members of this team as a group. The privileges were events which are available in almost every classroom, such as extra recess, first to line up for lunch, time for special projects, stars and name tags, as well as winning the game. The individual contingencies for the group consequences were successfully applied first during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple baseline designs.     

Stimulus control in the goldfish after massed extinction

Compared with the data of goldfish trained only with stimuli correlated with reinforcement, interspersed reinforcement-stimulus and extinction-stimulus trials resulted in sharper stimulus control and a marked reduction in the percentage of key-presses emitted in the presence of stimuli located near the extinction stimulus on the test dimension. If non-reinforced trials were not interspersed with reinforced trials, there was no sharpening of stimulus control and less reduction in key presses in the presence of stimuli near the extinction stimulus on the test dimension.     

艺术审美尺度的超验问题质疑 H—G 卡达穆尔《真实性和方法·哲学诠释学纲要》——第一部分:对于艺术经验的真实性问题的阐述

卡达穆尔的《真实性和方法》一书是用以论证一种“哲学诠释学”的,它的第一部分在方法论上是其他一切部分的基础,涉及审美尺度的超验问题,并在这个基础上设想出一种艺术作品的本体论。如果我们要对这部广博的、内容丰富的著作加以批判,我们首先就必须讨论它的第一部分。     

评恰托帕驮耶《顺世学派。古代印度唯物主义研究》

近来在印度学家中间,从马克思主义立场来深入研究印度哲学的历史开始获得愈来愈大的威望。虽然在这一方面马克思主义者刚刚走上开始的阶段,他们却巳写出了一系列印度哲学史的重要著作,其中包括Д.П.恰托帕驮耶的这本著作。还在1956年,该书首次以印地文出版;但是对本书的兴趣如此之大,以致于1959年出版了它的英译本,1961年出版了从英译本转译的俄译本。恰托帕驮耶的这本书无疑是从马克思主义立场研究印度哲学某些根本问题的较有份量的著作之一。作者用了大量的实际材料,其中大部分以往从未进行过科学的整理。该书不仅探讨了古代     

关于作为自在目的的人的概念

“那末,我说,人以及一般说来每个有理性者都是作为目的存在着,而绝不能仅仅被当作手段。”这是康德的一个足以自豪的诊断。如果康德没有从这个情绪上有利的地位倒退到用一种非常令人不满的推论去代替证明,那末我们由于对这个论断的崇高意义怀有某种模糊的感情,可能会倾向于对它表示同情。康德写道:“人以及一切有理性者是自在目的这个原理,不是靠我的观察或者经验     

现代英语哲学介绍

逻辑实证主义《逻辑实证主义》一书收集了M.石里克、R.卡尔纳普、O.纽赖特、F.魏斯曼、H.汉恩、F.D.朗塞、C.G.汉贝尔、B.罗素、A.J.艾耶尔、C.L.司蒂文逊和G.莱尔等的文章。这些文章最早是在1924年(如罗素的文章)发表的,晚止于1946年(如莱尔的文章)。在今天都不是容易看到的了。它们之合成为一个单行本,正像艾耶尔宣称的,特别可以证明逻辑实证主义并没有构成一个学派,并且也说明了那些散居在各地而又往往互相对立的思想家们的某些立场的类似倾向。