The traditional theory of self reinforcement is based on the criteria of self reinforcement and the self-decision of reward amounts. The behaviors have been considered to be formed only by the results or the performance scores of the previous behaviors in the traditional theory, i.e. self reinforcements contingent on the performance are controlled by the results of the previous performance and the amounts of reinforcement. In "social learning theory", proposed by Bandura (1977), on the contrary, it is postulated that the incentive toys such as game or puzzle rings themselves could be the agents to evoke behavious, regardless of the results of the previous behavious, and the lack of extrinsic reinforcements. Behavior itself may contain the incentives in it, and it may act as a reinforcing reward. Therefore, that is called an intrinsic motivation or an intrinsic reinforcement. The present study was designed to clarify the assumption that behavious might not be maintained only by the results of the previous behavior and the external reinforcement, but they might be controlled by the intrinsic reinforcement. Twenty-four children were equally assigned to each of the following three conditions; the group of intrinsic reinforcement (Group A). the group of extrinsic reinforcement (Group B), and the control group (Group C). The experiment consisted of three sessions; The interest or concern of the children toward the smart-ball game were measured in the 1st session (20min.). In the 2nd session (60min.) the children of group A were instructed to play freely in the experimental room where the game apparatus and other toys were set. They were not given any external reinforcement. The children of Group B were told that the rewards (candy) would be given according to their performance scores. The children of Group C were instructed to play at will in another room where the game apparatus was not set. The same instructions as in the 2 nd session were given to the children of Group A. in the 3rd session (60min.). The children of Group B were not given the extrinsic reinforcements. The children of Group C played in the experimental room again. The main results were as follows; (1) Significant differences were not found in the 1st session (operant level) among three groups. (2) The time and the number of trials of the game behavior increased significantly as the session went on. (3) The children of Group A played the game as long as those of Group B in the 3rd session, regardless of the lack of the extrinsic reinforcement. (4) The children of Group B played the game in the 3rd session as long and many times as in the 2nd session, although they were not rewarded externally in the 3rd session. (5) The ratios of success in the game were equal in three groups over the sessions. In conclusion, it was revealed that the game behavior increased gradually as the session went on, even if there existed no extrinsic reinforcement. Considering the fact that the game of the present experiment was the first experience to all the children, the game begaviors are thought to be caused by the intrinsic reinforcement that has been internalized in the game behavior itself.

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The purpose of the present experiment was to investigate the relationship between coping behavior and state anxiety level under the warning signal condition. All subjects were assigned into three groups. Easy coping group and difficult coping group were assured the shock avoidance if the subjects could push the relief key within 3 sec and 0.3 sec respectively after the warning signal was presented. No coping group had no available strategy to avoid the shock. Heart rate data during the anticipatory phases were used to assess the state anxiety level. The main findings were as follows. 1. In the anticipatory phase I, no significant differences were found among three groups. 2. But, in the anticipatory phase II, difficult coping group experienced higher state anxiety than the other groups.

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The purpose of this study is to examine the relative effectiveness of two self-instructional procedures, i.e., overt and covert self-instruction each with participant modeling, on the elimination of fear responses. Twenty-one undergraduate female students, with severe fear responses to the rat were used in the experiment as subjects, A 3×2 factorial design was introduced as an experimental design. The first factor was the self-instructional conditions; such as, overt self-instruction plus participant modeling, covert self-instruction plus participant modeling, and participant modeling with no self-instructional procedures. The second was the experimental phase, pre- and post-test. The fear responses of each subject were measured by behavioral avoidance test (BAT), subjective rating scale of fear situations (Fear Inventory: FI), and Fear Survey Schedule as both behavioral and cognitive measures. The scores of BAT and FI decreased in all groups after modeling sessions and the analysis of variance revealed that three procedures were all effective in eliminating the fear responses. Although at post-test phase, no significant effects were found in self-instruction procedures, it should be noted that the subjects showing notable decrease of BAT and FI scores between pre- and post-test were contained in the group with covert self-instructional procedure at a significant level. It was suggested that covert self-instructional procedure was effective in the elimination of fear responses, The results were discussed within the theoretical and clinical framework of self-instructional and self-control procedures.

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It is proposed that fear responses consist of behavioral, cognitive, and psychophysiological components and that the behavior modification by therapeutic modeling exhibit the synchronous changes among these three components. The twofold purposes of this study are to examine the relationship among behavioral, cognitive, and psychophysiological masures during therapeutic modeling with self-instructional procedures, and to test the relative esfficacy of overt and covert self-instructional techniques on the elimination of phobic responses from the viewpoint of psychophysiological components of fear responses. In order to test the psychophysiological changes in participant modeling with self-instructional procedures, the subjects' heart rate during rest phase and behavioral avoidance test was recorded. The correlational analysis among behavioral (BAT), cognitive (FI), and psychophysiological measures (HR) revealed considerably high correlations among these three measures mentioned above. The results suggested that the therapeutic modeling with self-instructional procedures causes the synchronous changes among components of fear responses. The statistical analysis of discrepancy scores and autonomic lability scores of heart rate, regarded as measures reflective of the psychological stability, suggested that the technique with covert self-instruction and participant modeling proved most effective in the elimination of fear responses. The results also showed that the cognitive procedure, such as covert self-instruction, causes the psychophysiological changes. The theoretical and practical connotations on self-instructional procedures and the possibility of these procedures on the clinical settings were discussed.

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A 9-year-old boy diagnosed as having Elective Mutism was reported. Additionally he manifested many behavioral problems; he failed to form habits, was lacking in social skills, and didn't know how to get along with other children of the same age. In this case we applied jointly in vivo desensitization and symbolic modeling. The main purpose for applying in vivo desensitization was to desensitize his behaviour in situations ranging from the most relaxed to the most strained. That is, we aimed at desensitizing his behaviour from the play room, where he relaxed, to school, where he was strained. By this technique we tried to reduce his problem behaviour. Symbolic modeling was used so that he could learn to form appropriate speaking behaviour toward others. We taped him while speaking in his most uninhibited situation, the play room, and aimed at generalizing this speaking behaviour to other places by making him listen to this tape (symbolized behaviour) outside the play room and vicariously reinforcing it. By this technique we tried to increase new and desired patterns of behaviour. With this approach, he became able to speak to the therapist outside the play room, to his teacher in the play room, and finally to his teacher at school. Clinically it was suggested from the present case that the joint use of both methods was necessary to reduce the problem behaviour and to stimulate the new and positive patterns of behaviour. We discussed the theoretical and conceptual problems of in vivo desensitizatipn and symbolic modeling in terms of their clinical effectiveness.

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The purpose of the present study was to explore the effectiveness of a training program based upon Watson's one in acquiring language in severely autistic children. Training in the individual and group situations were combined to facilitate the acquisition of language in autistic children. As the result of the eight months traninig the following points were demonstrated. 1. Training in the individual and group situations were mutually facilitative for the acquisition of language. The effectiveness of the training was noticeable when the tasks were closely similar to each other. 2. Generally, the tranference from the individual training to the group training was more effective than the reverse transference. 3. It is necessary to develop an effective program of teaching language for autistic children. To promote this, the effort is required to strengthen the similarity between the individual and group training situations.

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