| Abstract: | Determined the transfer effects of behavior changes in the presence of 1 reinforcing agent (Experimenter A) on behavior in the presence of another agent (Experimenter B). Ss were 36 boys 6-10 yrs old in grades 1-3, judged to have poor attention span and low achievement in arithmetic. The experimental task consisted of a series of counting problems. Each session included 2 12-min subsessions during which S could earn token reinforcement only by attending to the task and solving problems. Experimenter A conducted 1 subsession and Experimenter B conducted the other. An O recorded inappropriate classroom behavior (talking and out-of-seat behavior). Following the establishment of stable, intermediate baseline levels of counting, Experimenter A introduced a more favorable reinforcement schedule (success training) for some Ss and a less favorable schedule (failure training) for some Ss, but continued baseline schedules for Ss in the control condition. Experimenter B continued baseline schedules for all Ss. The effects of success training produced generalization of greater counting behavior while the effects of failure training produced no transfer of less counting behavior and generalization of greater inappropriate classroom behavior. There was no evidence for behavior contrast. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
