文章基本信息

标题：Evaluating Preschool Children's Preferences for Motivational Systems during Instruction
本地全文：下载
作者：Nicole A Heal ; Gregory P Hanley
期刊名称：Journal of Applied Behavior Analysis
印刷版ISSN：0021-8855
电子版ISSN：1938-3703
出版年度：2007
卷号：40
期号：02
页码：249-261
DOI：10.1901/jaba.2007.59-05
出版社：University of Kansas - Dept Human Development
摘要：Preschool teachers rely on several strategies for motivating children to participate in learning activities. In the current study, we evaluated the effectiveness of and preference for three teaching contexts in which embedded, sequential, or no programmed reinforcement was arranged. The embedded context included highly preferred teaching materials, the sequential context included highly preferred edible items for correct responding, and a control context included neither. In addition, an exclusively play-oriented activity was included as a fourth option to determine if one of the direct teaching contexts could compete with a relatively unstructured and exclusively child-led activity. All participants preferred the sequential context (use of high-quality consequences) over the embedded context (use of high-quality teaching materials), 2 of the 4 participants preferred some motivational system to none at all, and the play area was selected over all variants of the instructional contexts during the majority of trials. We found either no or small differences in correct responding in the different instructional contexts; however, rates of undesirable behavior were highest in the least preferred interaction area for 3 of the 4 participants. Implications for the design of effective and preferred teaching environments for young children are discussed.
关键词：choice, concurrent-chains arrangement, embedded reinforcement, instruction, preschoolers, sequential reinforcement