{"title":"过渡到正式阶段强化问题解决方案的充分性","authors":"M. Commons, M. Davidson","doi":"10.1037/H0101033","DOIUrl":null,"url":null,"abstract":"A racially and socioeconomically integrated population of fifth and sixth grade students was repeatedly presented with Formal Stage 11 single cause problems. With problem presentation alone and with problem presentation and feedback, no significant change occurred. The transition to the Formal Stage accelerated significantly across trials for participants whose correct answers were reinforced, supporting the sufficiency of reinforcement, r .77, p .00005. This result adds further support to the claim that reinforcement is sufficient for stage change and better than just practice or feedback in producing stage change.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"24 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"The Sufficiency of Reinforcing Problem Solutions for Transition to the Formal Stage\",\"authors\":\"M. Commons, M. Davidson\",\"doi\":\"10.1037/H0101033\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A racially and socioeconomically integrated population of fifth and sixth grade students was repeatedly presented with Formal Stage 11 single cause problems. With problem presentation alone and with problem presentation and feedback, no significant change occurred. The transition to the Formal Stage accelerated significantly across trials for participants whose correct answers were reinforced, supporting the sufficiency of reinforcement, r .77, p .00005. This result adds further support to the claim that reinforcement is sufficient for stage change and better than just practice or feedback in producing stage change.\",\"PeriodicalId\":314223,\"journal\":{\"name\":\"The Behavioral Development Bulletin\",\"volume\":\"24 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Behavioral Development Bulletin\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/H0101033\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Behavioral Development Bulletin","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/H0101033","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 4
摘要
种族和社会经济一体化的五年级和六年级学生反复出现正式阶段11的单一原因问题。单独使用问题展示和问题展示和反馈时，没有发生重大变化。正确答案被强化的参与者向正式阶段的过渡在试验中显著加快，支持强化的充分性，r = 77, p = 00005。这一结果进一步支持了强化对于阶段变化是足够的，并且在产生阶段变化方面比仅仅练习或反馈更好的说法。
The Sufficiency of Reinforcing Problem Solutions for Transition to the Formal Stage
A racially and socioeconomically integrated population of fifth and sixth grade students was repeatedly presented with Formal Stage 11 single cause problems. With problem presentation alone and with problem presentation and feedback, no significant change occurred. The transition to the Formal Stage accelerated significantly across trials for participants whose correct answers were reinforced, supporting the sufficiency of reinforcement, r .77, p .00005. This result adds further support to the claim that reinforcement is sufficient for stage change and better than just practice or feedback in producing stage change.
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