言語条件づけにおよぼす強化の組合せと動機づけの教示の効果

概要

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The purpose of this experiment was to examine the effects of verbal reinforcement combinations and a motivational instruction toward reinforcement, on verbal conditioning. Following predictions were tested (a) "posrtrve and negatrve" reinforcement would have greater effect upon verbal conditioning than "positive" reinforcement only, (b) a motivational instruction to receive reinforcement would facilitate verbal conditioning, and (c) if the two variables operate on verbal conditioning simultaneously, a group given "positive and negetive" reinforcement with motivational instruction would show the greatest gain in performance among the groups. Ninety elementary school boys and, girls were randomly assigned to one of the 5 experimental conditions. These canditions were as follows : "Good"for correct response and "Bad" for incorrect response after a motrvational mstruction by sayinrg "Try to let me say 'Good' as many as possible" (MRW) "Good" for correct response and nothing for incorrect response after motivational instruction (MR), "Good" for correct response and "Bad" for incorrect response without motivational instruction (RW), "Good" for correct response and nothing for incorrect response without motivational instruction (R), and no reinforcement for all responses (C). 80 Taffel-type cards were employed. each of which cont ained a three-syllable verb and four personal nouns :Taro, Hanako, Yoshiko, and Makoto. On the basis. of the response frequency in 20 operant trials, the' two medium-order nouns were chosen as the critical. responses. Between the 20th and the 2lst trials the, motivatiohal instruction was given to the Ss in MRWand MR groups. An awareness interview similar to, that of Wong et al. (1966) was administered after the conditioning experiment.
日本教育心理学会の論文
1970-09-30

著者

玉瀬耕治
奈良教育大学

言語条件づけにおよぼす強化の組合せと動機づけの教示の効果

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