影响常用汉字认知速度的因素：低频冲突字、联绵词尾字和高频多音字的认和特点

以汉族大学生为被试对低频冲突字、联绵词尾字和高频多音字的认知特性进行了探索。结果发现：主要部件读音与整字读音相冲突的低频字命名反应中具有延时效应（即命名反应时延长或反应错误率升高）;对联绵词尾字和多音字的命名反应同样出现延时效应。研究支持汉字认知的多因素影响论。     

Embedding instructive feedback into teacher-student interactions during independent seat work

The effects of embedding a constant time delay procedure into an independent seat work activity and using instructive feedback were evaluated in this study. Seven students with mild disabilities participated in the study that occurred in their special education classroom. A multiple probe design across sets of target behaviors was used, and students' responses to instructive feedback stimuli were evaluated during each probe condition. The procedures were implemented with a high degree of fidelity, and the results indicate that (a) the students acquired the target behaviors taught with the constant time delay procedure that was embedded into independent seat work, and (b) the students acquired some but not all of the responses to the instructive feedback stimuli. These findings are discussed in terms of using instructive feedback in classrooms and future research on instructive feedback.     

Temporal control of behavior: schedule interactions

In Experiment I the response that terminated the postreinforcement pauses occurring under a fixed-interval 60-second schedule was reinforced, if the pause duration exceeded 30 seconds. The percentage of such pauses, rather than increasing, decreased. There were complex effects on the discriminative control of the pause by the reinforcer terminating the previous fixed interval, depending on whether the fixed interval and the added reinforcer were the same or different. In Experiments II(a) and II(b), each reinforcement initiated an alternative fixed-interval interresponse-time-greater-than-t-sec schedule, the schedule values being systematically varied. When the response following a pause exceeding a given duration was reinforced, fewer such pauses occurred than when they were not reinforced, i.e., on the comparable simple fixed-interval schedule. There was no systematic relationship between mean interrinforcement interval and duration of the postreinforcement pause. The pause duration initiated by reinforcement was directly related to the dependency controlling the shortest pause at that time, regardless of changes in mean interreinforcement interval.     

The relative law of effect: effects of shock intensity on response strength in multiple schedules

Key pecking of four birds was reinforced with food according to a two-component multiple variable-interval 1-minute variable-interval 4-minute schedule. In addition, key pecking was punished by a brief shock according to a variable-interval 30-second schedule during both components of the multiple schedule. The intensity of the shock was varied. For all birds, punishment had a stronger suppressive effect on the responding maintained by the leaner food schedule, and the ratio of responding during the two components of the multiple schedule became closer to the ratio of reinforcement as shock intensity was increased, as the relative law of effect predicts. At the higher shock intensity, there was some evidence that the ratio of responses overmatched the ratio of reinforcements.     

A molar theory of reinforcement schedules

Behavior of subjects exposed to concurrent and individual interval and ratio schedules of reinforcement may be described in terms of a set of expressions relating the value of responses to their durations, a feedback equation relating reinforcement to response duration, and the assumption that subjects allocate their time among various responses so as to maximize value.     

Delayed reinforcement of fixed-ratio performance without mediating exteroceptive conditioned reinforcement

The performance of pigeons was studied under conditions in which the completion of a fixed-ratio requirement was not contiguous with the presentation of a reinforcer. Timein and timeout periods alternated throughout the experimental sessions. Responses made by an experimental bird during the timein period were accumulated, and when a fixed-ratio requirement had been met, grain was presented to the experimental bird and a yoked control following their first response in the next timein period. Across most manipulations of the fixed-ratio requirement and of the duration of the timeout period, the response rates of the experimental birds were considerably higher than those of their controls, suggesting that the response-reinforcer dependency controlled the behavior of the experimental bird in the absence of a close temporal association between responding on the ratio schedule and reinforcer presentations.     

Variability of response location on fixed-ratio and fixed-interval schedules of reinforcement

Variability of response location was studied in monkeys performing in a six-lever chamber. Fixed-ratio schedules, ranging from FR 1 to FR 300, generated a high degree of stereotypy of response location. In contrast, fixed-interval schedules of comparable reinforcement frequencies (0.06 to 4 minutes) generated much greater variability. These results failed to confirm any simple relationship between response variability and intermittence of reinforcement. Rather, variability seems to be determined by the particular characteristics of the reinforcement schedule.     

Behavioral contrast as differential time allocation

In Experiment I, hooded rats were exposed to multiple variable-interval schedules of reinforcement in which manipulanda and reinforcement magazines at opposite ends of the experimental chamber were associated with the different components. Time allocated to each component was measured by recording the time spent by the subject in the appropriate half of the chamber. Positive behavioral contrast was observed for the comparison between multiple variable-interval 30-second variable-interval 30-second and multiple variable-interval 30-second variable-interval 90-second conditions for both response frequency and time allocation measures, but not for mean local response rate (response frequency per time allocated to a component). In Experiment II, rats were exposed to multiple variable-time schedules in which reinforcement was response independent. Time allocated to each component was measured for two conditions, multiple variable-time 30-second variable-time 30-second and multiple variable-time 30-second variable-time 90-second. Positive behavioral contrast of time allocation was exhibited. The results indicated that time allocation was differentially sensitive to changes in reinforcement probability, and that behavioral contrast may result from the differential allocation of time to the different components of the multiple schedule.     

Beyond the relational principle of reinforcement

Behavior under baseline conditions in which the contingency is absent can shed some light on the individual's performance under a schedule, but is insufficient as a basis for prediction of performance. This insufficiency of the baseline data runs counter to a recent formalization of the relational principle of reinforcement (Donahoe, 1977). A more satisfactory predictive model must incorporate not only the baseline level of the instrumental response and that of the contingent response, but also the schedule requirements, the character of each response in relation to the other, and the behavior required in simply switching from each to the other.