父母心理控制与小学生的欺负行为:敌意归因和冷酷无情的作用检验

采用班级整群抽样法选取1847名3~6年级小学生（男生987名;平均年龄10.73±1.16岁）及其家长为被试,采用问卷法考察父母心理控制与小学生欺负行为的关系,同时探讨敌意归因和冷酷无情的中介作用。结果发现：（1）父母心理控制显著正向预测小学生的欺负行为;（2）冷酷无情在父母心理控制与小学生欺负行为间的关系中存在中介作用,敌意归因不发挥中介作用;（3）父母心理控制对小学生欺负行为影响的中介机制不存在显著的性别差异和学段差异。本研究结果表明,冷酷无情是父母心理控制影响小学生欺负行为的重要机制,但敌意归因不是。研究者和实践者应注重对欺负者情感加工能力的关注和干预。     

TRAINING PRESCHOOL CHILDREN TO RECRUIT NATURAL COMMUNITIES OF REINFORCEMENT1

Four normal and four deviant children aged four-to-six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work. When these skills did not generalize spontaneously to other teachers in concurrent natural situations, generalized responding was taught by the experimenter, in multiple-baseline design across subjects. This generalization programming enabled the children to contact a sometimes dormant, but readily available natural community of teacher praise and reinforcement, i.e., to recruit an increase in cued praise and schedules of praise for their good work. These behaviors may be important to young children who find themselves bereft of attention in classrooms.     

SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

Effects of a pairing contingency on behavior in a three-person programmed environment

Four groups of three subjects resided for 10 days within a continuously programmed environment. Subjects followed a behavioral program of contingently scheduled activities that determined individual and social behaviors. A triadic condition was in effect when all three subjects were required to select simultaneous access to a group area before it became available for a social episode. A dyadic condition was in effect when access to a group area was permitted to any combination of two, and only two, subjects. The effects of these two conditions on individual and social behaviors were studied in reversal designs with several successive days devoted to each condition. Results showed that durations of social activities and synchronization of individual activities were greater during triadic conditions than during dyadic conditions. Under both conditions, wake-sleep cycles departed from a typical day-night rhythm for most subjects. Instances when subjects did not respond to each others' attempts to initiate conversations using the intercom were generally more frequent during dyadic than triadic conditions. Physical distance during triadic social episodes was found to be related to sociability levels during dyadic conditions.     

Responding maintained under fixed-interval and fixed-time schedules of electric shock presentation

Following initial histories under a schedule of electric shock postponement, lever pressing in squirrel monkeys was maintained under fixed-interval and fixed-time schedules of electric shock presentation. No difference in either rate or pattern of responding was obtained when these schedules were presented as components of a multiple schedule. When they were presented singly for long periods of time, the fixed-interval schedule consistently maintained a higher response rate than the fixed-time schedule. The pattern of responding under both schedules was similar, typically consisting of a pause at the beginning of each interval followed by either a steady or a positively accelerating rate of responding. The results suggest that the response-shock dependency is of critical importance in the maintenance of high rates of responding under schedules of electric shock presentation, and support the general view that such responding may be conceptualized as operant behavior under control of many of the same variables that control responding under comparable schedules of food or water reinforcement.     

A procedure for studying echoic control in verbal behavior

Male and female college students answered standard questions about the women's liberation movement on three occasions. A set of target words was embedded in the questions, with one set used in Sessions 1 and 3, and a synonymous, but different set used in Session 2. The relative frequencies of usage of a given target word were directly related to whether the questions for that session contained the word. The results supported the hypothesis of echoics as proposed in Skinner's theory of verbal behavior.     

A SUPERVISORY STRATEGY TO IMPROVE WORK PERFORMANCE FOR LOWER FUNCTIONING RETARDED CLIENTS IN A SHELTERED WORKSHOP

A multiple component strategy was investigated for aiding staff responsible for supervising production of lower functioning retarded clients on contract tasks in an institution-based sheltered workshop. The strategy was assessed in a combined multi-element, multiple baseline across groups design with a reversal component. Production performance increased during the production supervisory strategy with all 16 clients, with the range of increase varying from a few percentage points to 150% of baseline production. Both the clients and staff (responsible for conducting the research) preferred working under experimental conditions rather than under baseline conditions which approximated those found in “typical” sheltered workshops.     

Seat belt usage: A potential target for applied behavior analysis

Results of 1,579 observations of cars entering or exiting campus parking lots showed direct relationships between seat belt wearing and the intrusiveness of the engineering device designed to induce belt usage, and between device intrusiveness and system defeat. For example, all drivers with working interlocks or unlimited buzzer reminders were wearing a seat belt; but 62% of the systems with interlocks or unlimited buzzers had been defeated, and only 15.9% of the drivers in these cars were wearing a seat belt. The normative data indicated marked ineffectiveness of the negative reinforcement contingencies implied by current seat belt inducement systems; but suggested that unlimited buzzer systems would be the optimal system currently available if contingencies were developed to discourage the disconnection and circumvention of such systems. Positive reinforcement strategies are discussed that would be quite feasible for large-scale promotion of seat belt usage.     

Magnitude and duration of the effects of cocaine on conditioned and adjunctive behaviors in the chimpanzee.

Characteristic patterns of conditioned key-pressing were maintained in the chimpanzee under a multiple 30-response fixed-ratio, 10-minute fixed-interval schedule of food presentation. Adjunctive drinking occurred with regularity during the fixed-interval schedule and, with less frequency, during 1-minute timeout periods that followed each food presentation; drinking seldom occurred during the fixed-ratio schedule. Cocaine increased key pressing under the fixed-interval schedule at doses between .1 and 3.0 mg/kg, but adjunctive drinking and key pressing under the fixed-ratio schedule did not increase at any dose. Conditioned and adjunctive behaviors were disrupted and suppressed for different durations at 10,0 mg/kg, a dose which induced convulsive seizures within 10 minutes after intramuscular injection. A time-course analysis showed the magnitude and duration of the effects of cocaine on key pressing under the fixed-interval schedule and on adjunctive drinking to be dose-related. Moreover, a given dose of cocaine had diverse effects, depending on the behavior and the time since drug administration.     

TEACHING THE HANDICAPPED TO EAT IN PUBLIC PLACES: ACQUISITION,GENERALIZATION AND MAINTENANCE OF RESTAURANT SKILLS

This study examined classroom-based instruction in restauranting skills for handicapped persons. Three male students were taught each of four skill components in sequential order: locating, ordering, paying, and eating and exiting. Training was implemented in a multiple baseline design across subjects and consisted of modeling and role playing in conjunction with photo slide sequences and a simulated ordering counter. The use of a menu containing general item classes and a finger matching procedure for identifying errors in the delivery of change greatly reduced the reading and math skills necessary to enter and complete the program. Periodic probes were conducted in a McDonald's restaurant prior to, during, and up to one-year following the termination of training. In addition, two probes (overt and covert observation) were conducted in a Burger King restaurant to assess further generalization to a location different from the one depicted throughout training. Results showed that students' performance on restaurant probes improved as a result of training, generalized to novel settings, maintained over an extended period of time, and was comparable to that of a normative sample of nonretarded persons.