Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.     

Modelling simultaneous games in dynamic logic

We make a proposal for formalizing simultaneous games at the abstraction level of player’s powers, combining ideas from dynamic logic of sequential games and concurrent dynamic logic. We prove completeness for a new system of ‘concurrent game logic’ CDGL with respect to finite non-determined games. We also show how this system raises new mathematical issues, and throws light on branching quantifiers and independence-friendly evaluation games for first-order logic.     

拥挤的动机：公益投资中的公共服务动机与外部激励

现代公共管理日益重视公共服务动机,但如何激励公共服务动机,却悬而未决。针对已有研究的局限,采用公益投资博弈的实验范式,考察了激励类型、性别和PSM水平对动机-绩效关系的影响。发现：1）PSM能显著预测公益投资绩效;2）金钱激励撤销后对所有被试均造成了不良后果（动机挤出）;4）荣誉激励能显著提升男性被试的公益投资绩效,且不造成消极后果;但会给女性带来PSM的挤出。未来研究还应考察PSM是否存在内隐层面,并应当考虑文化适合性。     

第三方惩罚与社会规范激活——社会责任感与情绪的作用

社会规范需要被激活才能显著影响个体行为,第三方惩罚（TP）正是这样一个激活的过程。本研究将TP引入独裁者博弈（DG）,社会规范被激活的被试参与了TP与DG,未激活的被试只参与了DG。结果表明,前者在TP之后显著提升了DG中的亲社会行为。进一步的分析发现,在社会规范激活过程中,社会责任感越高的个体被激活的程度越高,对违背社会规范的行为产生的愤怒情绪也越高,从而产生了更高水平的亲社会行为。在排除了实验中其他因素和相关理论的解释后,这一基本的实验结果表明社会规范激活受到社会责任感的影响并伴随着特定情绪的激发。     

Simple games as dynamic, coupled systems: randomness and other emergent properties

From a game theory perspective the ability to generate random behaviors is critical. However, psychological studies have consistently found that individuals are poor at behaving randomly. In this paper we investigated the possibility that the randomness mechanism lies not within the individual players but in the interaction between the players. Provided that players are influenced by their opponent’s past behavior, their relationship may constitute a state of reciprocal causation [Cognitive Science 21 (1998) 461], in which each player simultaneously affects and is affected by the other player. The result of this would be a dynamic, coupled system. Using neural networks to represent the individual players in a game of paper, rock, and scissors, a model of this process was developed and shown to be capable of generating chaos-like behaviors as an emergent property. In addition, it was found that by manipulating the control parameters of the model, corresponding to the amount of working memory and the perceived values of different outcomes, that the game could be biased in favor of one player over the other, an outcome not predicted by game theory. Human data was collected and the results show that the model accurately describes human behavior. The results and the model are discussed in light of recent theoretical advances in dynamic systems theory and cognition.     

Everything Else Being Equal: A Modal Logic for <Emphasis Type="Italic">Ceteris Paribus</Emphasis> Preferences

This paper presents a new modal logic for ceteris paribus preferences understood in the sense of “all other things being equal”. This reading goes back to the seminal work of Von Wright in the early 1960’s and has returned in computer science in the 1990’s and in more abstract “dependency logics” today. We show how it differs from ceteris paribus as “all other things being normal”, which is used in contexts with preference defeaters. We provide a semantic analysis and several completeness theorems. We show how our system links up with Von Wright’s work, and how it applies to game-theoretic solution concepts, to agenda setting in investigation, and to preference change. We finally consider its relation with infinitary modal logics.     

Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game

Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K-6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom Behavior Game (LBG), a modification of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), within a multiple-baseline design across three lunch periods. Results showed a decrease in the level of disruptive behaviors following the implementation of the LBG in each lunch period and a decreasing trend for two of the three lunch periods. Discussion focuses on the use of the LBG in preventing antisocial behavior and role expansion for school psychologists interested in promoting school-based prevention strategies.     

行为博弈与社会交换

行为博弈与社会交换看似两个毫无关联的现象和研究领域,却有着内在的、实质性的联系。行为博弈也是一种社会交换或以社会交换为机制,社会交换则表现为一种行为博弈或有着内在的博弈性质。行为博弈与社会交换互为表里、互为机制、水乳交融,行为博弈是社会交换的行为博弈,社会交换是行为博弈的社会交换。以行为博弈的眼光来看待社会交换或以社会交换的意识来研究行为博弈,跨领域的研究洞视,各自互为对方启动了一方别开生面的研究天地,为枯燥乏味的传统博弈研究和死水微澜的社会交换领域凭添了一丝新鲜气息。     

人际合作与冲突影响博弈决策的结果评价

人际合作与冲突是人际互动的两种主要形式, 在人类社会的发展中有着重要作用。脑成像研究表明, 当个体和人类同伴进行博弈时, 选择合作与选择冲突激活脑区的强度有所不同。但目前尚不清楚, 人际合作与冲突如何影响决策选择之后的结果评价过程。本研究采用Chicken Game任务对此问题进行了探讨, 研究记录了22名健康成人被试与人类同伴进行Chicken Game任务时的脑电活动。结果表明, 反馈负波(FRN)和P300不仅受到结果效价的影响, 同时也受到人际合作与冲突的影响。相对于选择冲突, 个体选择合作时, 输钱和赢钱反馈引发的FRN以及P300波幅差异更大。相关分析表明, RA (被试和解对方进攻)反馈引发的FRN波幅与接受该反馈后下一个trials中和解的选择率(以及总的和解率)呈显著的负相关。上述结果表明, 在社会博弈中, 合作增加了个体对博弈结果的预期, 从而引发更大的FRN效应; 并且合作共赢的结果所具有的物质意义与社会意义, 使其诱发更大的P300波幅。     

儿童的分配公平性:心理理论的作用

心理理论是影响儿童分配公平性的重要因素之一。"多重动机"的理论假设认为心理理论能够帮助儿童在不同的动机中权衡利弊,找到满足自我利益和他人需求之间的平衡;其中,感知需求、推断意图、理解情绪是影响独裁者博弈、最后通牒博弈、第三方惩罚中分配公平性的主要成分。未来研究需为此提供更多实证依据,探讨不同类型的公平分配与心理理论各组成成分的关系,以及可否通过训练心理理论能力促进儿童公平概念的发展。