Wanschura P B, Borkowski J G
Am J Ment Defic. 1975 Nov;80(3):323-33.
Moderately retarded children were instructed to produce prepositional mediatros by physically manipulating PA objects in learning three nine-term PA lists. Mediational training, distributed across days or weeks, consisted of one or three different prepositions supplied for two-thirds or for all of the items. It was found that mediation subjects performed significantly better than control subjects on an unaided test list administered 2 weeks after training, regardless of distribution of training, degree of aid or number of prepositions provided during training sessions. The degress of transfer, which was larger than in previously reported studies, was attributed to the instructional procedures requiring active production of prepositional mediators, coupled with an emphasis on their value. It was suggested that individual variability in mediational transfer should be considered in future research on mediational transfer.
中度智力迟钝儿童在学习三个包含九个项目的配对联想（PA）列表时，通过实际操作PA物体来学习生成介词中介物。中介训练在数天或数周内进行，针对三分之二或所有项目提供一到三个不同的介词。结果发现，在训练两周后进行的无辅助测试列表中，无论训练的分布情况、辅助程度或训练期间提供的介词数量如何，接受中介训练的受试者的表现都显著优于对照组受试者。迁移程度比之前报道的研究更大，这归因于要求积极生成介词中介物的教学程序，以及对其价值的强调。研究建议，在未来关于中介迁移的研究中应考虑中介迁移中的个体差异。
