Scholarlink

<p>This study replicated Speltz et al. <i>Journal of Applied Behavior Analysis</i>, <i>15</i>, 533–544, (1982) by comparing the effects of independent and interdependent group contingencies on arithmetic performance among Brazilian fourth graders (<i>N</i> = 20). Students were divided into five mixed groups, including low-, average-, and high-performing students. For students with average performance, correct responses to addition and subtraction problems increased significantly under both the independent and interdependent contingencies compared to baselines, with no significant difference between contingencies. High performers showed a considerable difference in correct responses between the baselines and the interdependent contingency. Low performers did not systematically improve their performance with either contingency. Overall, the results generally replicated those of Speltz et al. <i>Journal of Applied Behavior Analysis</i>, <i>15</i>, 533–544, (1982), except for the low-performing students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Comparing Independent and Interdependent Group Contingencies: A Systematic Replication

  • 期刊论文

  • 发表日期：

    2026年2月17日

查看全文
  • Lucas Couto de Carvalho,
  • Nayara de Souza Gois,
  • Fábio Leyser Gonçalves,
  • João dos Santos Carmo

摘要

This study replicated Speltz et al. Journal of Applied Behavior Analysis, 15, 533–544, (1982) by comparing the effects of independent and interdependent group contingencies on arithmetic performance among Brazilian fourth graders (N = 20). Students were divided into five mixed groups, including low-, average-, and high-performing students. For students with average performance, correct responses to addition and subtraction problems increased significantly under both the independent and interdependent contingencies compared to baselines, with no significant difference between contingencies. High performers showed a considerable difference in correct responses between the baselines and the interdependent contingency. Low performers did not systematically improve their performance with either contingency. Overall, the results generally replicated those of Speltz et al. Journal of Applied Behavior Analysis, 15, 533–544, (1982), except for the low-performing students.