Behavioral and biological interactions with small groups in confined microsocieties

Requirements for high levels of human performance in the unfamiliar and stressful environments associated with space missions necessitate the development of research-based technological procedures for maximizing the probability of effective functioning at all levels of personnel participation. Where the successful accomplishment of such missions requires the coordinated contributions of several individuals collectively identified with the achievement of a common objective, the conditions for characterizing a team, crew, or functional group are operationally defined. For the most part, studies of group performances under operational conditions which emphasize relatively long exposure to extended mission environments have been limited by the constraints imposed on experimental manipulations to identify critical effectiveness factors. On the other hand, laboratory studies involving relatively brief exposures to contrived task situations have been considered of questionable generality to operational settings requiring realistic group objectives

Web-based programmed instruction: evidence of rule-governed learning

Abstract Seventeen graduate students in two classes worked on a web-based programmed instruction tutoring system as the first technical exercise in a Java TM programming course. The system taught a simple Java applet to display a text string in a browser window on the world wide web. Students completed tests of near transfer and far transfer before and after using the tutor and again after a lecture on the material. The results showed that performance improved over pre-tutor baseline on all assessments, to include the far transfer test, which required integrating information in the tutor into a rule to apply to solve a novel programming problem not explicitly taught in the tutor. Software self-efficacy also increased across four assessment occasions. These data show that programmed instruction can produce problem solving skills and can foster student confidence, based upon the documented mastery of fundamental material in a technical domain. An investigative approach that follows systematic replication, rather than null hypothesis refutation, may be best suited to assess the impact and dependability of competency-based instructional systems

Effects of a pairing contingency on behavior in a three-person programmed environment

Four groups of three subjects resided for 10 days within a continuously programmed environment. Subjects followed a behavioral program of contingently scheduled activities that determined individual and social behaviors. A triadic condition was in effect when all three subjects were required to select simultaneous access to a group area before it became available for a social episode. A dyadic condition was in effect when access to a group area was permitted to any combination of two, and only two, subjects. The effects of these two conditions on individual and social behaviors were studied in reversal designs with several successive days devoted to each condition. Results showed that durations of social activities and synchronization of individual activities were greater during triadic conditions than during dyadic conditions. Under both conditions, wake-sleep cycles departed from a typical day-night rhythm for most subjects. Instances when subjects did not respond to each others' attempts to initiate conversations using the intercom were generally more frequent during dyadic than triadic conditions. Physical distance during triadic social episodes was found to be related to sociability levels during dyadic conditions

The effects of a cooperation contingency on behavior in a continuous three-person environment

Five groups of three subjects resided for 10 or 15 days within a continuously programmed environment. Subjects followed a programmatic arrangement of required and optional private and social activities that determined the individual and group baseline behaviors into which experimental operations were introduced and withdrawn. A cooperation condition was in effect when all three subjects were required to select simultaneous access to a group area before it became available for use. A noncooperation condition was in effect when access to a group area could be selected by individual subjects, without regard to the other subjects' selections. For all groups, the effects of these two conditions on individual and group behaviors were investigated in reversal designs where several successive days occurred under each condition. Groups 1, 4, and 5 had the noncooperation condition interposed between cooperation conditions. Groups 2 and 3 had the cooperation condition interposed between noncooperation conditions. Durations of triadic activities, per cent of time in triadic activities, intercom use, and intersubject program synchronization were greater during cooperation conditions than during noncooperation conditions. These data show that a cooperation contingency within the behavioral program affected both social behavior and the collateral individual behavior necessary to execute the cooperation response

An overview of online trust: Concepts, elements, and implications

Lack of trust has been repeatedly identified as one of the most formidable barriers to people for engaging in e-commerce, involving transactions in which financial and personal information is submitted to merchants via the Internet. The future of e-commerce is tenuous without a general climate of online trust. Building consumer trust on the Internet presents a challenge for online merchants and is a research topic of increasing interest and importance. This paper provides an overview of the nature and concepts of trust from multi-disciplinary perspectives, and it reviews relevant studies that investigate the elements of online trust. Also, a framework of trust-inducing interface design features articulated from the existing literature is presented. The design features were classified into four dimensions, namely (1) graphic design, (2) structure design, (3) content design, and (4) social-cue design. By applying the design features identified within this framework to e-commerce web site interfaces, onlin

Positive and negative reinforcement effects on behavior in a three-person microsociety.

Three-person groups, either of males or of females, resided for 6 to 12 days in a continuously programmed environment. Subjects followed a behavioral program that determined the sequential and contingent relations within an inventory of activities. The program consisted of positive reinforcement days and avoidance days. During a positive reinforcement day, each work unit completed by a subject incremented a group account. The account was divided evenly among the three participants at the conclusion of the study. During a negative reinforcement day, no money was earned, and the group was assigned work unit criterion that, if completed, prevented a reduction in accumulated earnings. During negative reinforcement days, subjects made aggressive verbal responses, which differed in magnitude among the four groups. These differences were evident in several distinct behavioral measures. Performances on components of the work unit were not demonstrably affected by the reinforcement schedules in effect, although during the avoidance condition one subject stopped working and another subject's productivity declined

Compounding discriminative stimuli controlling free-operant avoidance

The performances of three rats were stabilized on a multiple schedule that maintained responding by a free-operant avoidance schedule during independent presentations of tone and light. The simultaneous absence of these stimuli signalled shock-free periods and controlled response cessation. Subsequently, test sessions were administered consisting of independent presentations of each stimulus and these stimuli compounded (tone-plus-light). During an extinction test, additive summation was observed to the compounded stimuli, i.e., more responses were emitted to the compound than to either tone or light. During a series of 28 maintenance-test sessions in which the shock schedule remained operative, the compounded stimuli produced a generally enhanced response rate and fewer pauses terminating with shock than either single stimulus condition. These results extend the generality of free-operant additive summation to responding maintained by aversive control. In addition, a comparison of the present study with previous experiments reporting additive summation of positively reinforced responding indicates that similar variables—rate and aversive differences between training stimulus conditions—should be considered in accounting for response distributions during stimulus compounding when responding is controlled by either positive or negative contingencies