RELATIVE EFFECTIVENESS OF TEACHER ATTENTION AND THE “GOOD BEHAVIOR GAME” IN MODIFYING DISRUPTIVE CLASSROOM BEHAVIOR1

A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects.     

The Zax Information Profile: a measure of college adjustment

Evaluated the effectiveness of the Zax Information Profile (ZIP), a personality test based on general fund of information, in discriminating between college students who sought mental health services and those who did not, Three successive classes of freshmen students at the Eastman School of Music of the University of Rochester were administered the ZIP. Help-seeking students were matched with non-help-seeking students for sex, age, and intellectual ability. The hypothesis that ZIP scores would differentiate between these two groups was supported by the data. The potential use of the ZIP as a predictor of college adjustment and as a useful entrance screening device was discussed.     

Gregory Bateson and the mathematicians: from interdisciplinary interaction to societal functions.

An instance of fruitful cross-disciplinary contacts is examined in detail. The ideas involved include (1) the double-blind hypothesis for schizophrenia, (2) the critique of game theory from the viewpoint of anthropology and psychiatry, and (3) the application of concepts of communication theory and theory of logical types to an interpretation of psychoanalytic practice. The protagonists of the interchange are Gregory Bateson and the two mathematicians Norbert Wiener and John von Neumann; the date, March 1946. This interchange and its sequels are described. While the interchanges between Bateson and Wiener were fruitful, those between Bateson and von Neumann were much less so. The latter two held conflicting premises concerning what is significant in science; Bateson's and Wiener's were compatible. In 1946, Wiener suggested that information and communication might be appropriate central concepts for psychoanalytic theory--a vague general idea which Bateson (with Ruesch) related to contemporary clinical practice. For Bateson, Wiener, and von Neumann, the cross-disciplinary interactions foreshadowed a shift in activities and new roles in society, to which the post World War II period was conducive. Von Neumann became a high-level government advisor; Wiener, an interpreter of science and technology for the general public; and Bateson a counter-culture figure.     

The relationship between the motive to avoid success and vocational choice

This study examined, for 221 black and white male and female college students, the relationship between the Motive to Avoid Success (M_−s) and: (a) sex and race; (b) congruency, consistency, and differentiation of occupational choice; and (c) occupational aspirations. M_−s was assessed by a recent scoring system for verbal TAT cues and occupational choice patterns were analyzed by the Self-Directed Search. The results showed a significant sex difference on M_−s. High M_−s, in white females predicted well defined, sex-role stereotyped, and low occupational aspirations, but for white males it predicted high aspirations. No significant results were found for black males, and M_−s in black females seemed to be related to economic well-being.     

Structural complexity as a determinant of serial pattern learning

A new methodology extends the study of serial pattern learning to nonhuman organisms by constructing patterns using elements that are both familiar and motivationally meaningful to animals. Two experiments examine the ability of rats to anticipate various quantities of food as measured by running times in a runway when the quantities occur in a serial order. In Experiment 1, a serial monotonic pattern (14-7-3-1-0 food pellets) produced more rapid learning and more accurate anticipation of the various quantities (“tracking”) than a serial nonmonotonic pattern (14-1-3-7-0 food pellets), particularly with respect to the final 0-pellet element. In Experiment 2, the same monotonic pattern generated faster learning and more accurate anticipation of pattern elements than a weakly monotonic pattern (14-5-5-1-0 pellets). Associative explanations including simple excitatory or inhibitory effects, temporal anticipation, reinforcement contrast, and the number and discriminability of pairwise associations are not adequate to account for the data. Rather, the formally defined structural complexity of each pattern adequately predicts its relative difficulty.     

Across-reinforcement blocking effects in a mediational test of the CS's general signaling property

Rats received Pavlovian aversive (shock) conditioning in which white noise was established for independent groups as a CS+, CSo, or CS−. Then, in an easy (light-dark) T-maze discrimination, the CS was presented either immediately following choice (Locus 1) or at the food cup in the goal (Locus 3), contingent upon either a food-reinforced (right) or nonreinforced (wrong) response. When presented at Locus 3, the CS+ facilitated and the CS− retarded learning for CS/right subjects, with these effects being exactly reversed but somewhat less pronounced for CS/wrong subjects. However, when the CS was presented at Locus 1, the CS+ and CS− effects for both response contingencies were attenuated. These findings oppose an interpretation of the CS's function as a general cue or transformed signal for the presence or absence of the new appetitive reinforcer and argue instead for across-reinforcement blocking effects: By signaling in the presence of food reinforcement an outcome (safety or shock) which is consonant with or discrepant from the “good” outcome obtained, the CS− blocks (retards) and the CS+ counterblocks (enhances) the association of food reinforcement and the S^D; conversely, in the presence of nonreinforcement (a “bad” outcome), the CS− counterblocks and the CS+ blocks inhibitory conditioning to the S^Δ. As in Kamin's (1968) original research, such effects are attenuated when the CS is presented early in the compound, distal to the reinforcer.     

Perceptual differences between reading handwritten and typed words

Perceptual differences between reading handwritten and typed words were investigated in a series of three experiments. In the first two experiments, a Sternberg memory search paradigm was employed, with either typed or handwritten probes. The reaction time to classify handwritten probes was slower than for typed probes, but memory search took place at the same rate for both kinds of probe. In the third experiment, the latencies for naming the written and typed words differed by the same amount of time as the overall difference between the same stimuli in the memory search task. These findings indicate that only perceptual processes are differentially affected by the differences between typed and written words. Furthermore, in these tasks the independence of encoding and memory search makes it unlikely that processes of perceptual indentification use expectations or analysis-by-synthesis based on the information in immediate memory     

Book reviews

Hamilton, Vernon and Veronon, Magdalen D. (Eds). The Development of Cognitive Processes. London and New York: Academic Press. 1976. Pp. 772. £21.00. ISBN 0 12 321750 4.

Miller, G. A, and Johnson-Laird, P. N. Language and Perception. Cambridge University Press. 1976. Pp. viii + 760. £12.50. ISBN 0 521 21242.

Neisser, U. Cognition and Reality. San Francisco: Freeman. 1976. pp. 230. Hardback $11.00; paperback $4.95. ISBN 0 7167 04781.

Norman, D. A. Memory and Attention. Second edition. New York: Wiley. 1976. Pp. 262. £8.45.

Hammond, K. R. and Joyce, C. R. B. (eds). Psychoactive Drugs and Social Judgment: Theory and Research. New York and London: Wiley. 1975. Pp. 278. £9.25. ISBN

Fodor, J. D. Semantics : Theories of Meaning in Generative Grammer. Sussex: Harvester Press. 1977. Pp. 225. £12.95. ISBN 0 85527 500 6.

Plomp, R. Aspects of Tone Sensation. London: Academic Press. 1976. Pp. id + 167. £6.50. ISBN 0 12 558350 8.

Fite, K. V. The Amphibian Visual System. London: Academic Press. 1977. Pp. 374. £20.95. ISBN 0 12 257450 8.

Eliot, J. and Salkind, N. J. Children's Spatial Development. Springfield, Illinois: Charles C. Thomas. 1975. $23.50. Pp. 296. ISBN 0398 03210 6.

Wong, R. Motiviation : A Biobehavioral Analysis of consummatory Activities. London: Collier-Macmillan. 1976. Pp. 326. £ 4.95. ISBN 0 0242 9400 4.