Child and Adult Social--Emotional Benefits of Response-Contingent Child Learning Opportunities.
Child and Adult Social--Emotional Benefits of Response-Contingent Child Learning Opportunities.
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反应相关的儿童学习机会对儿童和成人的社会情感益处。
DOI：
10.1037/h0100380
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Deborah W. Hamby
中科院分区：
文献类型：
--
作者：
C. Dunst;M. Raab;C. Trivette;Cindy Parkey;M. Gatens;Linda L. Wilson;Jennie French;Deborah W. Hamby
摘要报告了对42名严重发育迟缓儿童(26名男性和15名女性)进行的两项研究的结果，这些儿童使用系统和强烈的反应-偶然学习机会干预措施。反应条件学习游戏被用来促进参与者使用产生环境后果或引起强化刺激的行为。分析的重点是学习机会对儿童和成人(父母和教师)的社会-情感益处。结果表明，在儿童和成人中，儿童产生产生强化后果的行为与更高的积极社会-情感利益相关。关键词：儿童学习，反应-应急强化，社会-情绪行为，早期干预。100多年前，Baldwin(1895)指出，当婴儿“知道”他们的行为是环境影响的“原因”时，通常会在其他领域表现出更强的行为反应，最明显的是社交和情感行为，如微笑、大笑和兴奋。皮亚杰(1936/1952)基于对他自己的三个婴儿的详细研究，做出了类似的观察。Haith(1972)和McCall(1972)都指出，婴儿理解他或她是环境后果的代理人的能力会产生社会情绪行为，因为认知成就是令人愉快的。沃森(1972)在他的开创性论文《微笑、咕咕叫》和《游戏》中，将偶发意识和探测的重要性描述为反应偶发学习的社会-情绪伴随的可能性和强度的决定因素(另见沃森，2001)。大多数婴儿在2个月大的时候就学会了反应应急行为，并形成了应急意识(Watson，1966)和应急检测(Tarumulsy，Tessier，&Kappas，1996)。有残疾的婴幼儿通常需要更长的时间来学习应急行为，但似乎以与非残疾婴儿非常相似的方式培养应急意识和检测能力(尤其见Dunst，Storck，Hutto，&Snyder，2006；Hutto，2003)。反应条件学习与积极的儿童社会情绪行为相关的程度和方式是邓斯特(2003)完成的一项研究综述的重点，该研究综述了有和没有残疾或迟缓的婴幼儿。综合研究包括30项关于没有残疾或发育迟缓的婴儿的研究，以及12项关于有残疾或发育迟缓的婴幼儿的研究。这两组研究分别包括898名和199名研究参与者。综合研究的结果表明，在可操作的行为与其环境后果之间的关系明显可察觉的情况下，有反应的学习机会会增加研究参与者表现出积极的社会情感行为和减少消极的社会情感反应的可能性。对于有残疾或迟缓的儿童和没有残疾或迟缓的儿童，应急意识和儿童社会情绪行为之间的关系模式大致相同，尽管与正常发育的儿童相比，残疾或迟缓的儿童通常表现出不那么积极的社会情感行为。尽管存在这些差异，但综合起来的结果与Tarumulsy等人的论点是一致的。(1996)关于意外情况检测和意识在社会-情绪发展中所起的作用。本文中描述的研究既是对先前关于残疾或迟缓儿童的研究的复制和扩展。作为一系列研究和实践的一部分，开展了两项研究--一项针对严重残疾和迟缓儿童及其父母，另一项针对严重残疾和迟缓儿童及其教师--调查了向严重发育迟缓和多重残疾儿童提供系统和强烈的因应学习机会的特点和后果。…
Abstract Findings from two studies of 42 children with profound developmental delays (26 males and 15 females) using systematic and intense response-contingent learning opportunities interventions are reported. Response-contingent learning games were used to promote the participants' use of behavior that either produced environmental consequences or elicited reinforcing stimuli. The focus of analysis was the social--emotional benefits of the learning opportunities on both the children and adults (parents and teachers). Results showed that child production of behavior producing reinforcing consequences was associated with heightened positive social--emotional benefits in both the children and adults. Keywords: Child learning, response-contingent reinforcement, social--emotional behavior, early intervention. ********** More than 100 years ago, Baldwin (1895) noted that infants who come to "know" that their behavior is the "cause" of environmental effects often demonstrate increased behavioral responding in other areas, most notably social and emotional behaviors such as smiling, laughter, and excitement. Piaget (1936/1952) made similar observations based on the detailed study of his own three infants. Both Haith (1972) and McCall (1972) noted that an infant's ability to understand that he or she is the agent of an environmental consequence produces social--emotional behavior because cognitive achievement is pleasurable. Watson (1972) in his seminal paper Smiling, Cooing, and "The Game," described the importance of contingency awareness and detection as determinants of both the likelihood and strength of the social--emotional concomitants of response-contingent learning (see also Watson, 2001). Most infants learn response-contingent behavior and develop contingency awareness (Watson, 1966) and contingency detection (Tarabulsy, Tessier, & Kappas, 1996) by 2 months of age. Infants and young children with disabilities often take longer to learn contingency behavior but appear to develop contingency awareness and detection in a manner much like infants without disabilities (see especially Dunst, Storck, Hutto, & Snyder, 2006; Hutto, 2003). The extent to and manner in which response-contingent learning is associated with positive child social--emotional behavior was the focus of a research synthesis completed by Dunst (2003) of studies of infants and young children with and without disabilities or delays. The synthesis included 30 studies of infants without disabilities or delays and 12 studies of infants and young children with disabilities or delays. The two sets of studies included 898 and 199 study participants respectively. Findings from the synthesis showed that response-contingent learning opportunities where the relationship between an operant behavior and its environmental consequences were clearly detectable increased the likelihood that the study participants displayed increased positive social--emotional behavior and decreased negative social--emotional responding. The patterns of relationships between contingency awareness and child social--emotional behavior were much the same for children with and without disabilities or delays, although the children with disabilities or delays generally displayed less positive social-emotional behavior compared to their typically developing counterparts. Notwithstanding these differences, the results of the synthesis taken together were consistent with contentions made by Tarabulsy et al. (1996) regarding the role contingency detection and awareness plays in social--emotional development. The studies described in this paper were both a replication and extension of previous studies of young children with disabilities or delays. Two studies--one with children with profound disabilities and delays and their parents and the other with children with profound disabilities and delays and their teachers--were conducted as part of a line of research and practice investigating the characteristics and consequences of providing young children with profound developmental delays and multiple disabilities systematic and intense response-contingent learning opportunities. …
婴儿对意外事件的发现：认知神经科学的视角。
DOI：
10.1521/bumc.65.3.321.19846
发表时间：
2001
期刊：
Bulletin of the Menninger Clinic.
影响因子：
--
作者：
Colombo,J
通讯作者：
Colombo,J