论学习活动的本质

本文将传统的学习理论关于学习概念的定义分为三种基本类型,即结果论、过程论和活动论,指出传统学习理论的混乱基本上是出于没有对学习活动进行全面而系统的分析,并从学习活动的层次性、多侧面性、心理机制、对环境的适应性等方面对学习活动进行了系统的分析。认为学习活动可以分为五种不同的层次,具有五个不同的侧面,拥有两种作用不同的心理机制,最终得出学习活动的本质定义是：学习是一种多层次、多侧面的、适应性的心理活动,它使个体获得经验,并导致个体的已有的心理结构发生适应性的变化。     

Treatment of Poststroke Anxiety in an Older Adult Male: A Single-Case Analysis

A single-case analysis was carried out to study the nonpharmacological treatment of post-stroke anxiety in an older adult male. The intervention consisted of a biofeedback-assisted program of autogenic training; efficacy was demonstrated using multiple discontinuations and reinstatements of treatment. Physiological indices and self-report measures of anxiety and depression documented treatment success, although a moderate increase in fear was evident on the Fear Survey Schedule II at the final follow-up assessment.     

The impact of functional analysis methodology on treatment choice for self-injurious and aggressive behavior.

Self-injurious behavior (SIB) and aggression have been the concern of researchers because of the serious impact these behaviors have on individuals' lives. Despite the plethora of research on the treatment of SIB and aggressive behavior, the reported findings have been inconsistent regarding the effectiveness of reinforcement-based versus punishment-based procedures. We conducted a literature review to determine whether a trend could be detected in researchers' selection of reinforcement-based procedures versus punishment-based procedures, particularly since the introduction of functional analysis to behavioral assessment. The data are consistent with predictions made in the past regarding the potential impact of functional analysis methodology. Specifically, the findings indicate that, once maintaining variables for problem behavior are identified, experimenters tend to choose reinforcement-based procedures rather than punishment-based procedures as treatment for both SIB and aggressive behavior. Results indicated an increased interest in studies on the treatment of SIB and aggressive behavior, particularly since 1988.     

Increasing accuracy and decreasing latency during clean intermittent self-catheterization procedures with young children.

We examined the effects of simulation training on performance of clean intermittent self-catheterization procedures with 2 young girls. Simulation training was conducted, after which independent performance was assessed within a multiple baseline design. The training resulted in increased accuracy and decreased latency for both girls.     

THE EFFECTS OF RESPONSE EFFICIENCY ON FUNCTIONALLY EQUIVALENT COMPETING BEHAVIORS

Three experiments addressed the role of response efficiency in the application of functional equivalence training. Functional equivalence training includes conducting a functional assessment of the problem behavior. Variables that predict and maintain the problem behavior are defined, and socially appropriate, functionally equivalent skills are identified and taught. The logic is that if the learner has a socially appropriate way to achieve the same function, he or she will be less likely to use problem behaviors. This study examined the role of response efficiency in functional equivalence training. Response efficiency was examined in terms of three variables: (a) physical effort, (b) schedule of reinforcement, and (c) the time delay between presentation of the discriminative stimulus and reinforcer delivery. Each of the three experiments involved a person who performed a set of problem behaviors and a functional assessment of the problem behaviors. A socially appropriate alternative response was taught, but this new response was less efficient than the problem behavior on one of the efficiency variables (effort, schedule, delay in time). The new behaviors did not compete successfully with the problem behaviors until a new, more efficient, alternative behavior was taught. These results are discussed in terms of our understanding of response covariation and the need in applied contexts to include response efficiency in any functional analysis assessment.     

Quantitative and methodological aspects of stimulus equivalence

The number of different ways of linking stimuli in the training phase of a conditional discrimination procedure designed to teach equivalence relations has hitherto been underestimated. An algorithm from graph theory that produces the correct number of such different ways is given. The establishment of equivalence relations requires transitive stimulus control. A misconception in a previous analysis of the conditions necessary for demonstrating transitive stimulus control is indicated. This misconception concerns responding in an unreinforced test trial to a negative rather than a positive comparison stimulus. Such behavior cannot be attributed to discriminative control by degree of association with reinforcement if the negative comparison stimulus has been less associated with reinforcement than the positive comparison stimulus in an antecedent training phase.     

INSTRUCTIONS,FEEDBACK, PRAISE,BONUS PAYMENTS,AND TEACHER BEHAVIOR1

The study was conducted within a training and demonstration center for teachers from several different school districts. The teachers staffing the center were employees of the host school district who volunteered to serve in the center. Unfortunately, these volunteers did not always use the program materials appropriately and therefore did not always provide clear models for visiting teachers. In particular, four of the volunteer teachers did not always instruct their students from the appropriate reading text, even when encouraged to do so by the principal of the school in which the center was located. Various procedures were employed to alter this situation. The experimenter, (associate director of the training and demonstration center) provided instructions, feedback, and praise regarding use of the appropriate reading text. These procedures had clear effects with only one teacher. Then, merit or bonus payments were provided for teachers who used the appropriate reading text for criterion periods of time; a procedure that was very effective with all four teachers. The problem worked on in this study is typical of those faced by workers in public institutions where change cannot be brought about by the researcher's authority. All teachers in the present study had the necessary skills to demonstrate accurately the prescribed program procedures, but they did not always do so until the bonus payment was used. Although the bonus payment procedure might be inappropriate in some school situations, the procedure could easily be adjusted to accommodate the established practices of many schools. For example, establishment of explicit performance criterion and use of in-service stipends for meeting criterion performance during school hours, rather than attendance at meetings after school, might well be comparably effective.     

Evaluation of family intervention through unobtrusive audio recordings: experiences in "bugging" children

Five children referred to a child-family intervention program wore a radio transmitter in the home during pre-intervention and termination assessments. The transmitter broadcast to a receiver-recording apparatus in the home (either activated by an interval timer at predetermined "random" times or by parents at predetermined "picked" times). "Picked" times were parent-selected situations during which problems typically occurred (e.g., bedtime). Parents activated the recorder regularly whether or not problems occurred. Child-deviant, parent-negative, and parent-commanding behaviors were significantly higher at the picked times during pretest than at random times. At posttest, behaviors in all three classes were substantially reduced at picked times, but not at random times. For individual subject data, reductions occurred in at least two of the three dependent variables for three of the five cases during random time assessments. In general, the behavioral outcome data corresponded to parent-attitude reports and parent-collected observation data.     

AN ANALYSIS OF MULTIPLE MISPLACED PARENTAL SOCIAL CONTINGENCIES1

This study analyzed the training of a mother to modify five subclasses of her attention to her young child's noncompliance with instructions, and also displayed the changes in her child's behavior correlated with these events. Training in four subclasses consisted of teaching the mother to withhold various forms of social attention to her daughter's undesired behavior; training in the fifth subclass involved introduction of a brief room-timeout procedure for noncompliance. The effectiveness of the parent-training procedure, consisting of initial instructions and daily feedback, was demonstrated through a multiple-baseline design across the five subclasses of parent behavior. Sequential decreases in the first three subclasses of the mother's social attention to undesired child behavior resulted in incomplete improvements in some child responses; however, a decrease in the fourth subclass resulted in a significant increase in undesired child behavior. Complete remediation of all child behaviors was achieved following the training of a timeout procedure for noncompliance. Postchecks conducted up to 16 weeks later showed that these effects were durable.     

THE EFFECTS OF A SELF-INSTRUCTIONAL PACKAGE ON OVERACTIVE PRESCHOOL BOYS

The effects of a self-instructional package on three overactive preschool boys were investigated using a multiple-baseline design across subjects. Behavioral observations of the three target subjects indicated transfer of training effects from the experimental tasks to the classroom. On-task behaviors increased dramatically concomitant with the introduction of the self-instructional package, and treatment gains were maintained 22.5 weeks after baseline was initiated. In addition, the use of an observer-expectancy control condition gave further credibility to the demonstration of a causal relationship.