Standardized classroom management program: Social validation and replication studies in Utah and Oregon

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.     

对马克思早期哲学思想发展的新认识

一九七五年新出版了马克思恩格斯全集第一辑第一卷,现在又出版了第四辑第一卷。对于马克思一八三九年初至一八四一年三月哲学思想的发展,这两卷提供了一些新的研究成果。这些新的研究成果,修正了这个时期流传下来的手稿——它们同时是马克思研究哲学的最初文献——的形成史,精确规定了这些手稿的形成时间,并确定了原文的编排和翻印。流传下来的手稿包括:关于伊壁鸠鲁的七册摘要笔记(有一部分成了不同题目的独立的补遗)、     

新托马斯主义批判

天主教教会及其意识形态特征对新托马斯主义哲学进行考察,必须先简略分析天主教教会在当今世界上的地位及其意识形态的一些特征。十九世纪后半叶,天主教教会从封建制度和君主制政体的卫士,变为反对工人阶级运动、反对社会主义、维护资产阶级的一种武器。天主教教会是教权主义运动中的一支极其强     

辩证逻辑

黑格尔对形式逻辑和辩证逻辑的看法辩证逻辑是德国哲学家黑格尔在十九世纪初引入的哲学术语。这个术语是他用来称呼自己关于一切“自然和精神事物”发展的规律的唯心主义学说的,又同被他作了歪曲解释的形式逻辑直接地对立起来。他正确地指出了他那个时代哲学理论的弊病之一,就是思维的规律和形式被形而上学地看作为某种一成不变的东西。其实,受工业生产的进步所制约的自然科学的发展已经表明,形而上学和它的     

Effects of a token reinforcement system on journal reshelving

A token reinforcement program involving two levels of token value and backup reinforcers to increase journal reshelving behavior in a large university library was experimentally evaluated. Results showed that instructions (in which signs asked users to reshelve journals) had no impact. By contrast, token reinforcement contingent on reshelving behavior led to a marked increase in journals reshelved. A return to instructions-only conditions, when data were corrected for library usage, showed an increase in unreshelved journals over the token reinforcement period, though the increase was not to baseline levels. For the next 11 months, library staff maintained a modified token program. Follow-up data collected after that interval showed that number of unreshelved journals remained markedly lower than levels at baseline and the first instructions-only period, though they were slightly higher than at the token reinforcement period. Token reinforcement of the variety employed in this study constitutes an efficient, economical means of changing the behavior of library users who fail to reshelve books and journals.     

Effects of fixed-ratio sample and choice response requirements upon oddity matching

Three pigeons were trained on oddity matching in which either 1, 4, 8, 16, or 32 sample-key observing responses were required to turn off the sample stimuli and turn on the comparison stimuli. Oddity accuracy increased when the observing-response requirement was raised and decreased when the requirement was lowered. Next, while the observing requirement was maintained at one response, the number of responses required to the comparison stimuli was either 1, 4, 8, 16, or 32. Under these conditions, choice was defined as the comparison that first accumulated the required number of responses. In general, increasing the comparison-response requirement decreased accuracy and lowering the comparison requirement increased accuracy. The fixed-ratio observing requirements appeared to facilitate control by stimuli serving an instructional function.     

An operant analysis of human altruistic responding

Human altruistic responding (called give responding), which delivered a reinforcer to someone other than the responder, was compared to responding where the responder was the recipient of the reinforcer (called earn responding). The same type of response (button pressing), the same reinforcer (a point representing a penny), and the same reinforcer contingency (a 40-response fixed-ratio schedule) were used for both give and earn responding. Since points representing pennies were used to reinforce give and earn responding, responding for points not worth money was also assessed. Give, earn, and point responding were arranged as concurrent incompatible operants. Lowest rates were obtained for point responding. Compared to earn responding, give responding occurred at lower rates, was more susceptible to cessation when point responding was possible, extinguished more rapidly in the absence of money, and produced less responding during reconditioning compared to conditioning when reconditioning followed a period of nonreinforcement. Give responding was less when it reduced the giver's opportunity to earn. Finally, histories of getting reinforcement from others were shown to determine give responding.     

Dimensional stimulus control following brief wavelength training

Pigeons with extensive training pecking a key illuminated by a white line then had brief training with the key illuminated by 555 nanometers. This was immediately followed by a wavelength generalization test in extinction. Dimensional stimulus control about the training wavelength increased with the duration and number of reinforcements given on variable-interval 30-sec and variable-interval 10-sec schedules in Experiment I. In Experiment II, dimensional stimulus control was obtained after only 4 min of wavelength training from birds with prior and independent discrimination training. Experiment III provided groups equated in number of reinforcers with groups in Experiment I and two 8-min duration groups. Analyses, which included results from both Experiments I and III, showed that dimensional stimulus control increased: (a) more rapidly as a function of the duration of variable-interval 10-sec than variable-interval 30-sec reinforcement; (b) at the same rate across variable-interval reinforcement schedules, as a function of the number of reinforcers available during brief wavelength training.     

Effects of signals preceding and following shock on baseline responding during a conditioned-suppression procedure

Long-Evans rats were exposed to a succession of conditioned-suppression procedures involving pairings of (1) signal-shock, (2) shock-signal, and (3) a signal-shock-signal sequence in which first and second signals were at first physically identical. Traditional suppression of food-reinforced responding was obtained under the signal-shock arrangement, and exposure to the shock-signal sequence resulted in conditioned enhancement of responding during the signal. The signal-shock-signal condition reliably suppressed responding during the first signal, but produced no differential effect on response rate during the second signal. Baseline responding was least changed from preshock rates under the signal-shock-signal procedure, but baseline rate was considerably reduced under the signal-shock and shock-signal arrangements, the latter yielding most substantial reductions. A second experiment indicated that the magnitude and direction of changes in baseline responding reported in Experiment I were not confined to cases in which the first and second signals in the signal-shock-signal arrangement were physically identical. It is suggested that the major effects of the conditioned-suppression procedure on response rate might not be confined to presentations of the signal.