大河内 浩人

Abstract Three pigeon dyads were exposed to a two‐component multiple schedule comprised of two tandem variable‐interval 30‐s interresponse time (IRT) > 3‐s schedules in the presence of different stimuli. Pecks to keys by both pigeons of a dyad occurring within 500 ms of one another were required for reinforcement under one tandem schedule (the coordination component), and such coordinated responses were not required under the other (the control component). The terminal link of each schedule ensured that the reinforced coordination response was an IRT > 3 s. Rates of coordinated IRTs > 3 s and total rates of coordinated responses (composed of IRTs > 3 s and IRTs ≤ 3 s) were higher in the coordination components than in either of two different control components in which coordination was not required for reinforcement. This difference in coordinated responses in the presence and absence of the coordination requirement under stimulus control transitorily deteriorated and then was reestablished when the relation between the stimulus and the coordination contingency or its absence was reversed. The results show coordinated responding to function as a discriminated social operant.

Abstract Although hypothetical rewards have been used almost exclusively in human discounting studies, investigations of their validity are limited. The present experiment compared the discounting of monetary reward value by probability across conditions in which the rewards were real, potentially real, and hypothetical. Twenty‐four undergraduates choose between an uncertain large reward and a certain small reward 60 times (trials). In the real and hypothetical reward conditions, the participants made choices with real and hypothetical money, respectively, in every trial. In the potentially real condition, they did so with real money in randomly selected three of the 60 trials and with hypothetical money in the remainder. The log₁₀‐transformed h values of a hyperbolic probability‐discount function and the values of the area under the curve with an ordinal transformation of odds against were higher and lower, respectively, in the potentially real and in the hypothetical reward conditions than in the real reward condition, demonstrating that the probability discounting of hypothetical monetary rewards was larger than that of real rewards. These results suggest that future studies are required to identify why the hypothetical reward procedure overestimates the discounting rates of real rewards.

歯科技工士国家試験の学説客観試験準備にプログラム学習を導入した。プログラム学習とは、生徒自らのペースで段階的に学習を進められるようにする教育方法である。歯科技工士学科2年生10名が参加した。学説客観試験の全8科目分の客観式2肢、3肢、ならびに4肢択一問題を用意した。2択問題から始め、正答率80%以上で3択問題、4択問題へと選択肢を増やした。不正解問題に対しては教科書などを用いて掲載ページの記入をさせた。また質疑応答時間を設け理解度の確認を行った。従来の講義形式を主とした対策を行った前年度と比較すると、2回目の模擬試験、3回目と4回目の卒業試験においてプログラム学習を行った年度の点数の方が高かった。最後に実施したアンケートでは、プログラム学習について簡単だった、満足した、役に立ったと答えた生徒が多かった。プログラム学習は、学説客観試験対策として有効であることが示唆された。(著者抄録)

国内における看護学生の情動知能に関する研究の動向について,先行研究を調査した。24件の文献より,看護学生は(a)情動知能のうち「自己対応」「対人対応」が高い傾向にあり,入学時よりそれらを持ち合わせている,(b)学年が上がるにつれて得点の低下を認める情動知能の項目もある,(c)心の健康と情動知能とは相関がある,ことが実証されていることが明らかとなった。他方,実態を知るための調査にとどまった研究がほとんどであることも明らかとなり,情動知能を高める具体的な方法を構築することが今後の課題であると指摘した。The present article aimed to outline the studies of the emotional intelligence of nursing students in Japan. Major findings of previous 24 studies were summarized as follows: (a) scores of the intra-personal and inter-personal factors on the emotional intelligence were high when the students entered the nursing school, (b) some scores on the emotional intelligence decreased as the school year went up, and (c) scores on the emotional intelligence correlated with those on the mental health. Most of the studies were correlational. It was noted that one of the future research directions might be developing procedures promoting the emotional intelligence of nursing students.

The experiment examined effects of instructions on human schedule performance when providers of the instructions were persons other than the experimenter. Pressing a key by one member of each pair of eight undergraduates produced points on a multiple fixed-interval (FI) FI schedule. Another member of the pair was exposed to a multiple fixed-ratio (FR) differential-reinforcement-of-low-rate (DRL) schedule. After every session, verbal descriptions of how to increase points written by another member of the pair were presented. The final response rates under the multiple FI FI schedule were indistinguishable between the two components in each of four participants although they each received verbal descriptions indicating that the way to increase points with the key was to respond rapidly in one component and to respond slowly in another. Such weak effects of instructions given from persons other than the experimenter were contrasted with stronger effects of instructions given by the experimenter, that is, the final response rates were higher with the instruction to respond rapidly than with the instruction to respond slowly for three of the four participants. This differential effect across the instruction providers was not found in each of four participants who were exposed to the multiple FR DRL schedule.

The present experiment demonstrated a procedure analyzing the behavior of controllers by measuring undergraduates' responses that produced consequences to other undergraduates. One member of each pair of 42 undergraduates, referred to as a learner, was asked to earn points exchangeable for money and told that touching a square shown on the screen of the display monitor may or may not change points. Unlike standard operant experiments, the point change was not determined by any computer program but by responses of another experimentally na < ve undergraduate, referred to as an instructor. Response rates for 15 of 21 learners were higher than those for their yoked partners, who got and lost points independent of their responding. For 17 of 21 instructors, responses to an alternative (S+ key) that produced points to the learners were more than responses to another alternative (S- key) that resulted in the learners' point loss. Each of 16 instructors pressed the S+ key more frequently after the learner responded than after the instructor pressed the S+ or S- key. The mean interval between the learner's response and the instructor's S+ response was shorter than 1 s for each of 14 pairs of instructors and learners. Consistent with the behavioral principle of positive reinforcement, these results suggest that the instructors generally provided positive reinforcers depending on and immediately following the learners' responses.

8名の大学生は,それぞれ,自分の氏名と顔が相手(被分与者,サクラ)に見られている映像を呈示されている状況で独裁者ゲームを行った(非匿名条件)。7名は自分が誰であるか相手に知られない状況で独裁者ゲームを行った(匿名条件)。さらに17名は,匿名もしくは非匿名条件で,1000円の元手が,自分にではなく相手にある修正独裁者ゲームを行った。匿名性が保証されているときよりも匿名性の低い状況の方が利他的に行動するという過去の実験結果とは異なり,参加者が相手に分与した金額は,匿名条件と非匿名条件との間で差がなかった。Each of eight undergraduates played a dictator game with a confederate (a recipient) when he/she was presented a view that the his/her name and face were being watched by his/her recipient (public condition), whereas other seven did the game when they were informed that their recipient did not know them (anonymous condition). Additional 17 undergraduates played a modified dictator game in which the experimenter allocated 1,000 yen endowment not to the participant (dictator) but to the recipient in the public or anonymous condition. Contrary to previous results showing that individuals behaved more altruistically when they were in less anonymous situations than under guaranteed anonymity, the amount of money allocated from the dictator to the recipient was not different between the public and anonymous conditions.

The present study examined whether bidirectional response-response relations could be established without direct reinforcement. In AB training for 12 undergraduates, higher rates of touches to a white circle on the monitor screen (A1) produced two stimuli (B1 and B2) on half of the trials, whereas lower rates (A2) produced the same effect on the other half. Choosing one of the two stimuli was reinforced according to the preceding responding (A1B1 and A2B2). In BC training, touching a stimulus (B1 or B2) produced three white circles lined up horizontally on the screen, after which one of two different response sequences to the circles (left-center-right, C1 or C2, and right-center-left, C2 or C1) were reinforced, depending on the stimulus presented (B1C1 and B2C2). After AB and BC relations were established, 11 of 12 participants showed the emergence of untrained relations (BA, CB, AC, and CA) throughout five test sessions, and the remaining participant showed it in the first four test sessions. These response-response relations were replicated with five other undergraduates and different trained relations.

Two experiments were conducted to assess stimulus control and generalization of remote behavioral history effects with humans. Undergraduates first responded frequently under a fixed-ratio (FR) schedule in the presence of one line length (16 mm or 31 mm) and infrequently on a tandem FR 1 differential-reinforcement-of-low-rate (DRL) schedule when a second line length (31 mm or 16 mm) was present. Next, an FR 1 schedule in effect in the presence of either stimulus produced comparable response rates between the stimuli. Finally, a tandem FR 1 fixed-interval (FI) schedule was in effect under those same stimuli (Experiment 1) or under 12 line lengths ranging from 7 to 40 mm (Experiment 2). In both experiments, responses under the tandem FR 1 FI schedule were frequent in the presence of stimuli previously correlated with the FR schedule and infrequent in the presence of stimuli previously correlated with the tandem FR 1 DRL schedule. Short-lived but systematic generalization gradients were obtained in Experiment 2. These results show that previously established rates of behavior that disappear when the establishing contingencies are changed can subsequently not only reappear when the contingencies change, but are controlled by and generalize across antecedent stimuli.

近畿日本鉄道の大阪-名古屋間の駅内ホームの上りエスカレーターに乗る客が,右側,左側,真ん中のどこに立ったかを評定した。全体に占める右側に立った人数のパーセンテージは,桔梗が丘駅では90.9,津駅では4.3であった。桔梗が丘駅と津駅の間に位置する久居駅と南が丘駅では,それぞれ,27.7,50.0であった。これらの結果は,桔梗が丘駅から津駅の間でエスカレーターに立つ位置が切り替わる,しかし,切り替わりは悉無的にある地点で生じるのではなく,段階的に生じていることを示唆している。本研究の知見は,文化的随伴性の下での日常行動の一例として考察された。Informal observation suggests that people in Osaka keep right on escalators whereas people in Nagoya keep left. The present study attempted to identify the point in which people switch from keeping right (or left) to left (or right) between the Osaka and Nagoya cities. We observed people stepping on escalators in the Kintetsu stations and rated which side they stood on, left, right, or center. 90.9 % of people stood on the right side of an escalator of the Kikyogaoka station, relatively closer to the Osaka city, whereas only 4.3 % of people stood on the right side at the Tsu station, closer to the Nagoya city. At the Hisai and Minamigaoka stations, located between the Kikyogaoka and Tsu stations, the percentages were 27.7 and 50.0, respectively. These results suggest that between the Kikyogaoka and Tsu stations, people switched the location standing on escalators and that the switch occurred not in an all-or-none fashion but in a more continuous one. The present findings were discussed as an everyday behavior under cultural contingencies.

Undergraduates were exposed to a series of reinforcement schedules: first, to a fixed-ratio (FR) schedule in the presence of one stimulus and to a differential-reinforcement-of-low-rate (DILL) schedule in the presence of another (multiple FR DRL training), then to a fixed-interval (FI) schedule in the presence of a third stimulus (FI baseline), next to the FI schedule under the stimuli previously correlated with the FR and DRL schedules (multiple FI FI testing), and, finally, to a single session of the multiple FR DRL schedule again (multiple FR DRL testing). Response rates during the multiple FI FI schedule were higher under the former FR stimulus than under the former DRL stimulus. This effect of remote histories was prolonged when either the number of FI-baseline sessions was small or zero, or the time interval between the multiple FR DRL training and the multiple FI FI testing was short. Response rates under these two stimuli converged with continued exposure to the multiple FI FI schedule in most cases, but quickly differentiated when the schedule returned to the multiple FR DRL.

The present experiment examined whether a response class was acquired by humans with delayed reinforcement. Eight white circles were presented oil a computer touch screen. If the undergraduates touched two of the eight circles in a specified sequence (i.e., touching first the upper-left circle. then the bottom-left circle), then the touches initiated an unsignaled resetting delay culminating in point delivery. Participants experienced one of three different delays (0 s, 10 s, or 30 s). Rates of the target two-response sequence were higher with delayed reinforcement than with no reinforcement. Terminal rates of the target sequence decreased and postreinforcement pauses increased as a Function of delay duration. Other undergraduates exposed to yoked schedules of response-independent point deliveries failed to acquire the sequence. The results demonstrate that a response class was acquired with delayed reinforcement, extending the generality of this phenomenon found with nonhumans animals to humans.

研究の目的 本研究では、ネーミング訓練と比較ノード訓練が刺激等価性の成立に及ぼす効果を検討した。研究計画 3群の群間比較と、2条件の個体内比較を行った。場面 各被験者は実験室の実験装置の前に座り、個別に実験を受けた。被験者 大学生13名。介入(フェイズ1)全被験者に対して線形構造による見本あわせ訓練を行い、5つのメンバーからなる3つの等価クラスが成立したかどうかをテストした。(フェイズ2)被験者をランダムにネーミング訓練群、比較ノード訓練群、統制群に分けた。フェイズ1と異なる刺激セットを用いて、各群に応じた訓練を行った。続いて、フェイズ1と同様に、見本あわせ訓練とテストを行った。行動の指標 正答率と反応潜時を指標とした。結果 フェイズ1では、どの被験者も刺激等価性は成立せず、ノード距離効果がみられた。フェイズ2では、ネーミング訓練群と比較ノード訓練群でノード距離効果のみられない刺激等価性が成立した。統制群では刺激等価性が成立しなかった。結論 比較ノード訓練はネーミング訓練と同等に刺激等価性の成立を促進させた。

現在のわが国では,人間関係を育む機会がいたるところで失われつつある。人間関係能力の育成には,学校教育のカリキュラムの中に計画的に,人間関係トレーニングを組み込んでいくことが必要である。単位制高校の生徒にアサーション授業を試み,その効果を検討した。アサーティブな生徒も含まれる受講生の集団に実施されたトレーニングの効果を標準化された尺度によって検証した結果,関係形成のアサーションの向上が見られた。学校の授業時間内にアサーショントレーニングを組み込むことが人間関係能力の育成に有効である可能性が示唆された。Assertion lessons were given in a credit-system high school. Scores of the relation-formation factor, which is one of the subscales of a standardized scale for assertiveness (Tamase, Ochi, Saino, & Ishikawa, 2001), increased after the lessons. Recently it is said that opportunities to learn how to create human relations have been lacking. The present results suggest that inter-personal relationship training programs, such as an assertion training, being implemented in school is a promising method for fostering socially matured adolescents.

One group of undergraduates responded under a fixed-ratio (FR) 25 schedule and a second group responded under a differential-reinforcement-of-low-rate (DRL) 5-s schedule (first history phase). Both groups of subjects were then exposed to a differential-reinforcement-of-other-behavior (DRO) 5-s schedule (second history phase), and finally to fixed-interval (Fl) 5-s (Experiment 1), variable-interval (VI) 5-s (Experiment 2), extinction, FR, and DRL (Experiment 3) schedules (history testing phase). Response rates under the extinction and the FR schedule in the history-testing phase were higher for subjects with a history of the FR schedule than for subjects with a DRL history. Such a systematic difference by remote histories was not observed when the FI, VI, and DRL schedules were in effect during testing.

研究目的:本研究の目的はVIスケジュール下の反応間時間(IRT)に遠隔履歴効果が検出されるかどうかを検討することであった。研究計画:二重履歴条件,単一履歴条件と履歴無し条件の3条件を群間比較した。場面:実験室で個別に行った。被験者:強化スケジュールに関する実験への参加経験のない大学生13名(男子2名,女子11名;年齢19-22歳)。手続き:二重履歴群では,DRL 1秒LH 1秒,DRL 5秒LH 5秒,VI 5秒の順にスケジュールを呈示した。単一履歴群ではDRL 5秒LH 5秒から呈示し,履歴無し群ではVI 5秒スケジュールのみ呈示した。結果:二重履歴群の被験者はVIスケジュールの最終5セッションに,かつてDRL 1秒LH 1秒スケジュールで分化強化された1秒<IRT≦2秒の頻度の増加が確認された。こうした結果は他の条件では観察されなかった。結論:本研究の結果は遠隔履歴効果がVIスケジュール下で生じること,IRTが効果の測度として有効であることを示唆するものである。

The present article discusses how events outside a subject's skin and not accessible to another subject but to an experimenter may contribute to experimental analyses of private events. Of 16 undergraduates, 8, referred to as instructors, first learned conditional discriminations (i.e., B1C1, B2C2, B3C3, and B4C4) in a standard matching-to-sample (MTS) task with the stimuli Bs as the samples and the stimuli Cs as the correct comparisons. Then the other 8 subjects, learners, were exposed to modified MTS trials in which responses of the learners were reinforced or punished not by the experimenter but by the instructors. Conditional discriminations to be established were A1C1, A2C2, A3C3, and A4C4, in which the sample stimuli As were presented simultaneously with the stimuli Bs so that the instructors could not see the As but only the Bs. For 2 of the 8 pairs, the learners learned the AC conditional discriminations from the instructors who were not accessible to the stimuli As. Functionally, private events have been defined by their accessibility rather than their structure (e.g., Skinner, 1953). In this context, therefore, the stimuli As may be characterized as a kind of private events within the present 2 pairs of instructors and learners.