Didden R, Prinsen H, Sigafoos J
Department of Special Education, University of Nijmegen and De Lathmer, The Netherlands.
J Appl Behav Anal. 2000 Fall;33(3):317-20. doi: 10.1901/jaba.2000.33-317.
This study replicates and extends previous work showing that pictorial prompts can interfere with the learning of sight words by students with moderate mental retardation. Effects of training with 6 students were assessed during five conditions using an alternating treatments design. In four conditions, words were presented either alone or with a corresponding picture. In a fifth condition, pictures were used to provide feedback. The results showed that acquisition was achieved fastest during the word-alone conditions with 5 students.
本研究重复并扩展了先前的研究，该研究表明图片提示会干扰中度智力障碍学生对视觉词的学习。采用交替治疗设计，在五种条件下评估了6名学生的训练效果。在四种条件下，单词单独呈现或与相应图片一起呈现。在第五种条件下，图片用于提供反馈。结果显示，5名学生在单独呈现单词的条件下学习速度最快。
