Direct and Observed Reinforcement in the Classroom

Abstract

The modeling process was investigated in a normal classroom with regard to discriminative stimulus and information interpretations of the effects of the observed reinforcement contingencies. For each of two pairs of average IQ kindergarten girls, one received social reinforcement from an observer for appropriate, then inappropriate behavior. The sequence of procedures was then repeated with information about the contingency accompanying the reinforcer. Reinforcement of appropriate behavior in the target children increased appropriate behavior in both members of each pair. Reinforcement of inappropriate behavior in the target children increased inappropriate behavior in both members of each pair. Information added to the effectiveness of both procedures, particularly that involving inappropriate behavior. Discrepancies between these and previous results are discussed in terms of disinhibition, subject selection, and the salience of the model's behavior.