Teacher-learner personality interaction under alien reinforcement

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The hypothesis tested was that the effects of alien reinforcement (AR), the non-Skinnerian and non-directive mode of intervention, are mediated primarily by the "two-person interactions." Subjects were children (learners) and adolescents (teachers). The learners worked on form discrimination tasks. Contrary to conventional condition or external reinforcement (ER), under AR, the teachers administered reinforcers to the teachers themselves (beneficiaries), when the learners made correct responses predetermined by the teachers. The effects of AR on motivation (learning efficacy) and learning behavior depended on both the learners' and the teachers' personality, in contrast with those of ER or ER combined with AR (EAR). The AR caused significant learning when the teachers were extraverted, but it did not when introverted teachers taught extraverted learners. It increased motivation when extraverted teachers taught equally extraverted learners. These effects of AR contrasted with those of ER and EAR, in relation to these personality relationships. Personality characteristics of the teachers, in relation to those of the learners, were essential for the functions of AR (but not of ER) in learning and motivation. Results supported the proposed hypothesis.
公益社団法人日本心理学会の論文