The use of teachers as behavioral observers

The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed.     

A comparison of operant licking and lever pressing in the rat

Two groups of rats were trained on a signaled, free-operant, avoidance procedure to lick or to lever press in order to avoid shock while water-deprived or satiated and, in the case of licking, while ingesting deionized water, isotonic saline, or 10% sucrose. The most effective avoidance licking occurred while the rats were water-deprived and ingesting 10% sucrose. Water deprivation level had no effect on lever pressing for shock avoidance. Two other groups of rats were operantly conditioned to lick or to lever press for food pellets while waterdeprived or satiated and, in the case of licking, while ingesting deionized water or 10% sucrose. The most effective licking for food reinforcement occurred while the rats were water-deprived and ingesting 10% sucrose. Water deprivation level had no effect on lever pressing for food reinforcement. The data indicated that effective operant licking must be supported by factors related to water regulation and taste palatability.     

Stimulus-form effectsin recognition memory

In two experiments, recognition memory was tested using memorized lists of items containing from 2 to 32 nominal concepts. Stimulus form was manipulated by using the names of the items on word trials and outline drawings of the items on picture trials. In terms of an information processing stage model of recognition memory, stimulus form affected only an identification or encoding stage of processing. Subsequent memory-search, decision, and response processes were largely the same for all stimuli once the words or pictures were encoded. The results are consistent with the hypothesized role of stimulus form in processes underlying long-term recognition. However, our results are inconsistent with those of a number of studies involving stimulus-form effects in short-term recognition memory.     

Constraints on classificatory skills in young children.

On three occasions over a one-year period 23 children aged 3-4 were asked to match target objects with other objects which were similar to the target in shape or in colour but not in both. A sequence of matches to each target was asked for. The structure of these sequences is examined for evidence of classifacatory abilities. Many subjects appear to be attempting (not always successfully) to follow a strategy of 'holding fast' to their original choice of matching criterion (colour or shape) on subsequent trials. The striking differences between performance after a first-trial colour-match and after a first-trial shape-match are described. It is argued that development during this period involves an increasing ability to ignore the more salient attribute (shape) when matching by colour. The general developmental significance is discussed.     

Training teachers as mediators: Efficacy of a workshop versus the bug-in-the-ear technique

The implementation of behavior modification techniques in school settings often relies on effective training of teachers as mediators. At the conclusion of Phase I, the performance of an experimental group of 13 teachers who were taught behavior modification by means of an inservice workshop was compared with a no-treatment control group. Although the experimental group scored higher on a paper-and-pencil test of behavior modification, there were no differences between the two groups on selected observed in-class behaviors. During Phase II, half of the experimental group of teachers received two hours of bug-in-the-ear (BIE) training in their own classrooms. BIE resulted in changes in the classroom behaviors of praise and contingency statements. These results are discussed in terms of the situation and response mode specificity of behavior and in terms of the implications for future workshops and research.     

Research support from the office of Naval Research

The operation of the Psychological Sciences Division of the Office of Naval Research is described briefly. Guidance is provided for prospective proposers of research to that division.