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The study attempted to isolate some of the environmental conditions that controlled the self-destructive behavior of three severely retarded and psychotic children. In the extinction study subjects were placed in a room where they were allowed to hurt themselves, isolated from interpersonal contact. They eventually ceased to hurt themselves in that situation, the rate of self-destruction falling gradually over successive days. In the punishment study, subjects were administered painful electric shock contingent on the self-destructive behavior. (1) The self-destructive behavior was immediately suppressed. (2) The behavior recurred when shock was removed. (3) The suppression was selective, both across physical locales and interpersonal situations, as a function of the presence of shock. (4) Generalized effects on other, non-shock behaviors, appeared in a clinically desirable direction. Finally, a study was reported where self-destructive behavior increased when certain social attentions were given contingent upon that behavior. 相似文献
935.
A 16-yr-old retarded male, diagnosed organically blind and treated by those around him as a blind person, was given practice in discriminating visual stimuli. After training, he responded with significantly better than chance accuracy in a choice situation in which stimuli were as small as 18 pt Futura Medium type. In addition, he was trained to look at the experimenter's eyes when instructed to do so. Control procedures revealed that it was the reinforcement contingency that functioned to establish and maintain eye contact. Eye contact with the experimenter generalized in a limited way to situations in which this behavior was not reinforced, though not to a neutral individual. When the boy was required to use visual cues to help himself in a cafeteria line, he soon emitted the necessary behaviors, where formerly he had been assisted by others. Resumption of assistance markedly decreased self-help, suggesting that continued use of any newly learned skills would depend on the response of the individuals in his environment. The boy also learned eating behavior that appeared to require the use of visual cues. 相似文献
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