Gutowski Stanley J, Stromer Robert
Department of Psychology, Boston University, USA.
J Appl Behav Anal. 2003 Winter;36(4):487-505. doi: 10.1901/jaba.2003.36-487.
Delayed matching to complex, two-picture samples (e.g., cat-dog) may be improved when the samples occasion differential verbal behavior. In Experiment 1, individuals with mental retardation matched picture comparisons to identical single-picture samples or to two-picture samples, one of which was identical to a comparison. Accuracy scores were typically high on single-picture trials under both simultaneous and delayed matching conditions. Scores on two-picture trials were also high during the simultaneous condition but were lower during the delay condition. However, scores improved on delayed two-picture trials when each of the sample pictures was named aloud before comparison responding. Experiment 2 replicated these results with preschoolers with typical development and a youth with mental retardation. Sample naming also improved the preschoolers' matching when the samples were pairs of spoken names and the correct comparison picture matched one of the names. Collectively, the participants could produce the verbal behavior that might have improved performance, but typically did not do so unless the procedure required it. The success of the naming intervention recommends it for improving the observing and remembering of multiple elements of complex instructional stimuli.
当样本引发不同的言语行为时，对复杂的双图样本（如猫-狗）的延迟匹配可能会得到改善。在实验1中，智力障碍个体将图片配对与相同的单图样本或双图样本进行匹配，其中一个双图样本与一个配对相同。在同时匹配和延迟匹配条件下，单图试验的准确率得分通常都很高。双图试验在同时匹配条件下的得分也很高，但在延迟匹配条件下较低。然而，当在比较反应前大声说出每个样本图片的名称时，延迟双图试验的得分有所提高。实验2用发育正常的学龄前儿童和一名智力障碍青年重复了这些结果。当样本是成对的语音名称且正确的比较图片与其中一个名称匹配时，样本命名也提高了学龄前儿童的匹配能力。总体而言，参与者能够产生可能提高表现的言语行为，但通常不会这样做，除非程序有要求。命名干预的成功表明，它有助于改善对复杂教学刺激的多个元素的观察和记忆。
