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If you've ever been either a student or a teacher, and that covers most of us, you've probably been in a classroom that was out of control.
如果你曾经是一名学生或教师，我们大多数人都有过这样的经历，你可能曾待在过一个失控的教室中。
Education researchers have come up with a lot of ways to handle rowdy classes and misbehaving kids.
教育研究人员想出了很多方法来处理吵闹的班级和行为不端的孩子。
Many of those methods are published in peer-reviewed journals.
其中许多方法都发表在同行评议的期刊上。
But there's a problem: not a lot of those studies have been replicated by other researchers.
但有一个问题：这些研究中很多并没有被其他研究人员再现。
In 2014, one team analyzed the complete publication history of the top one hundred education journals and found that only 0.13% of published articles were replications.
2014年，一个团队分析了排名前一百位的教育期刊的完整发表历史，发现只有0.13%的出版文章是再现研究。
So when any education study's results are replicated dozens of times, it's a big deal.
因此，当任何教育研究的结果被重复数十次时，都是一件大事。
That's the case for research into the Good Behavior Game, which has been studied repeatedly since it was first published in 1969.
良好行为游戏的研究就是这样，自从1969年第一次发表以来，这个游戏就被反复研究。
And it's been shown time and again to be an effective way to keep the peace in classrooms, and even boost student well-being years down the road.
它一次又一次地被证明是一种保持课堂安宁的有效方式，甚至在未来的几年里能提高学生的幸福感。
That is, for some kids.
对一些孩子来说确实如此。
Here's how it worked in the original study: a fourth grade teacher divided her classroom of twenty-four students into two teams.
最初的研究是这样的：一个四年级的老师把她24个学生的教室分成两个小组。
The students were told that they were going to play a game every day during their math and reading lessons.
学生们被告知他们在数学和阅读课上每天都要玩游戏。
Whichever team won would get certain privileges, like the chance to line up first for lunch or get a half-hour of free time at the end of the day.
无论哪支球队获胜，都会获得一定的特权，比如有机会先排队吃午饭，或者在一天结束时有半小时的空闲时间。
But in order to win, they had to follow certain rules.
但为了获胜，他们必须遵守某些规则。
No one was allowed to talk or leave their desk without permission.
未经允许，任何人不得讲话或离开办公桌。
Whenever the teacher saw someone break a rule, that student's team would get a mark on the blackboard.
每当老师看到有人违反规则，那个学生小组就会在黑板上得到一分。
At the end of the lesson, the winners were chosen.
课程结束时，选出优胜者。
That would either be the team with the least marks, or both teams if neither team got more than a certain number of marks.
要么是得分最低的球队，要么是得分都不超过一定数量的两支球队。
The Good Behavior Game worked like gangbusters.
这个良好行为游戏起到了执法者的作用。
It significantly reduced talking and out-of-seat behavior and was popular with both the teachers and the students.
它显著减少了说话和离开座位的行为，受到老师和学生的欢迎。
Since then, other researchers have put their own spin on the game, with positive results.
从那以后，其他研究人员也在游戏中加入了他们自己的观点，并取得了积极的成果。
Some studies tried only rewarding good behavior.
一些研究试图只奖励良好的行为。
A 1973 study turned it into "The Astronaut Game," where the goal was to move a spaceship closer to the moon.
1973年的一项研究把它变成了“太空人游戏”，目标是把宇宙飞船移近月球。
"Good astronaut behavior" like having good manners and doing classwork earned children tokens and got them closer to their final goal.
“良好的宇航员行为”如有良好的举止和做功课为孩子们赢得代币，使他们更接近最终的目标。
In fairness, that's good behavior in both astronauts and people.
公平地说，这是宇航员和人类的良好行为。
In a 1993 study, preschoolers received positive reinforcement from a puppet for following the rules.
在1993年的一项研究中，学龄前儿童因遵守规则而受到木偶的正面强化。
Whenever they followed the rules, they got a felt token like a smiley face or a dinosaur.
每当他们遵守规则时，就会得到一张笑脸或恐龙之类的代币。
At the end of the day, they could trade those tokens in for animal crackers.
最后，他们可以把这些代币换成动物饼干。
Both of these studies focused on rewarding positive behavior, which led to significant improvements in classroom behavior.
这两项研究都侧重于奖励积极的行为，这使得课堂行为显著改善。
That suggests that positive reinforcement may be all you need for the Good Behavior Game to be effective.
这表明，积极的强化可能是让良好行为游戏有效所需要的。
So why does this work so well?
那为什么它效果这么好呢？
At its most basic, the Good Behavior Game teaches something called rule-governed behavior.
最基本的是，良好行为游戏教授了一些被称为规则控制的行为。
That's exactly what it sounds like: behavior that's controlled by rules.
听起来就是这样：行为受规则控制。
Specifically, it's a type of operant behavior, or a type of learning that relies on rewards or punishments for certain behaviors.
具体来说，它是一种操作性行为，或是一种依赖于对某些行为的奖惩式学习。
Operant behavior relies on three parts: a stimulus, a response, and a reinforcer or punisher, which works to reinforce good behavior or punish bad behavior.
操作性行为依赖于三个部分：刺激、反应、加强或惩罚者，以此加强良好行为或惩罚不良行为的作用。
In the Good Behavior Game, the stimulus is the existence of rules, like "only speak when the teacher calls on you."
在良好行为游戏中，刺激是规则的存在，比如“老师叫你时再说话”。
A student could choose to respond to that stimulus by following the rule, or by breaking the rule and chatting with a classmate.
学生可以选择遵守规则，或者打破规则，与同学聊天来回应这种刺激。
What's the reinforcer, then?
那么，激励物是什么？
The simple answer is that it's those privileges, like early lunch or free time at the end of the day.
简单的答案就是那些特权，比如早吃午餐或一天结束后的空闲时间。
But in the Good Behavior Game, the reinforcers go way beyond that.
但在良好游戏行为中，激励物远不止这些。
One less obvious reinforcer in the game is peer approval.
游戏中一个不那么明显的激励物是同伴认可。
After all, if you really want your team to win, you're going to be pretty mad at any teammate who breaks the rules and ruins your chances.
毕竟，如果你真的想让球队获胜，你会对任何一个违反规则、破坏获胜机会的队友非常生气。
Some research has suggested that the most disruptive kids may respond better to feedback from their peers than their teachers, in which case enlisting the help of those peers could be valuable.
一些研究表明，最爱捣乱的孩子可能对同龄人的反馈比对老师的反馈更好，在这种情况下，寻求同龄人的帮助可能是有价值的。
There are some caveats, though.
不过，有一些警告。
Some have cautioned that this strategy might put too much pressure on certain kids, or single others out.
一些人警告说，这种策略可能会给某些孩子带来太大的压力，或者把其他孩子单独挑出来。
Whatever the reasons for why it works, the Good Behavior Game can have a big impact.
不管是什么原因，良好行为游戏都会产生很大的影响。
It appears to improve academic performance, for one thing.
一方面，它似乎提高了学习成绩。
Kids in the Astronaut Game completed more of their work, and other studies have found improved performance in math class as well as more creativity in their writing.
参加宇航员游戏的孩子们完成了更多的工作，其他研究发现，他们在数学课上的表现有所提高，在写作上也有更多的创造力。
It also may lead to behavior improvement in other classes.
它也可能导致其他类的行为改进。
A 1994 study used the Good Behavior Game with students in first and second grade, then followed them through sixth grade.
1994年的一项研究选用了一年级和二年级学生的良好行为游戏，然后跟踪他们到六年级。
Of those students, boys who were particularly aggressive in those early years had lower aggression ratings in subsequent grades.
在这些学生中，那些在早期特别有攻击性的男孩在随后的学年中攻击性得分较低。
That's even though they didn't keep playing the game.
即使在他们不玩这个游戏后仍然这样。
The Good Behavior Game may have impacts outside of the classroom, too.
良好行为游戏也可能在课堂之外产生影响。
Studies have found that boys exposed to the Good Behavior Game early on in their education were less likely to start smoking or have substance abuse problems in their teen years.
研究发现，男孩在早期教育中接触良好行为游戏，则不太可能在青少年时期开始吸烟或有药物滥用问题。
Children's perception of their social acceptance is directly linked with their levels of depressive symptoms, and research suggests that aggression is a surefire way to make a child's peers dislike them.
孩子们对社会接受程度的感知与他们抑郁症状的程度直接相关，研究表明，攻击性是让孩子的同伴不喜欢他们的一种可靠方式。
Because the Good Behavior Game reduces aggressive behavior and encourages peers to cooperate,
因为良好行为游戏减少了攻击性行为，并鼓励同龄人合作，
it seems to help the class troublemakers avoid the behavior problems and peer issues that can lead to bigger problems down the road.
有助于班级麻烦制造者避免出现可能会导致更严重情况的行为问题和同龄人问题。
But there's one major caveat to all this.
但有一个很重要的警告。
You might have noticed we've been talking about boys.
你可能注意到了我们一直在谈论男孩。
The Good Behavior Game seems to benefit disruptive students the most, and those students are disproportionately male.
良好行为游戏似乎对捣乱的学生最有利，而这些学生中男孩更多。
And nearly all studies of the Good Behavior Game have found more dramatic results for boys than girls -- in fact, few have shown any long-term benefits for students who aren't boys at all.
几乎所有关于良好行为游戏的研究都发现，男孩比女孩会表现出更具戏剧性的结果。事实上，很少有研究显示，对女孩会有任何长期性的好处。
So while these results seem great for about half the classroom population, more research may be needed to see what we can do for the other half.
因此，虽然这些结果对一半的学生来说似乎很好，但可能还需要更多的研究来看看我们能为另一半孩子做些什么。
That said, students of all genders do benefit when more disruptive students are disrupting class less, so there are some indirect advantages.
也就是说，当破坏性更强的学生对课堂的破坏更少的时候，所有性别的学生都会受益，所以有一些间接的好处。
But in spite of all the evidence, it's strangely rare to find the Good Behavior Game being used in a classroom.
但是，尽管有所有的证据，但奇怪的是，很少在教室里使用这种良好行为游戏。
Statistics on this are hard to find, but one teacher writing for the National Council for Teacher Quality, or NCTQ, found that very few teaching textbooks mention the Good Behavior Game.
很难找到有关这方面的统计数据，但一位为国家教师质量委员会撰文的教师发现，很少有教材提到良好行为游戏。
This might be because, as an NCTQ report found, most teacher preparation programs don't draw on peer-reviewed research when deciding which classroom management strategies are most effective and worth teaching.
这可能是因为，正如国家教师质量委员会的一份报告所发现的那样，在决定哪些课堂管理策略最有效、最值教授时，大多数教师的准备项目并没有利用同行评议的研究。
The fact is, the GBG is one of the most strongly evidence-based classroom behavior strategies out there.
事实上，良好行为游戏是最有力的基于证据的课堂行为策略之一。
Some researchers strongly advocate for its use in every classroom, saying that both students and teachers benefit.
一些研究者强烈主张在每一个教室都使用它，他们说学生和老师都能受益。
At least, one group of students in particular.
至少有一组学生是特别的。
But honestly if it's making life easier for teachers, it's a win.
但老实说，如果这能让老师的生活更轻松，那就是一场胜利。
Thanks for watching this episode of SciShow Psych.
感谢收看本期的《心理科学秀》。
Our patrons help us make this show.
我们的赞助人帮助我们制作了本期节目。
If you want to be one of those people, and make this a thing that exists。
如果你想成为一名赞助人，让这个节目继续播出下去。
In addition to the warm, fuzzy feeling you also can get neat rewards, check out patreon.com/scishow.
除了温暖感之外，你也可以得到很好的奖励，登陆patreon.com/scishow查看吧。
