Carr Deborah
University of Wales College Of Medicine.
J Appl Behav Anal. 2003 Winter;36(4):507-24. doi: 10.1901/jaba.2003.36-507.
In Experiment 1 with 7 autistic children (3 to 6 years old), auditory-visual exclusion was tested with four unknown word-item pairs for each child. One child demonstrated exclusion and positive learning outcomes unequivocally with the four auditory-visual relations. Three children demonstrated exclusion, though inconsistently, and failed to demonstrate positive learning outcomes. The remaining 3 children failed to demonstrate exclusion; therefore, the learning outcome test was omitted. The 6 children who failed to demonstrate exclusion or positive learning outcomes participated in the second experiment. In Experiment 2, nonreinforced exclusion trials with four new unknown word-item pairs were included in trial blocks that also contained reinforced exclusion trials with the unknown exemplars from Experiment 1. Five children demonstrated exclusion with the new word-item pairs, and 4 of these demonstrated positive learning outcomes in further tests. One child demonstrated some limited but inconsistent improvement in exclusion and was not tested for learning outcomes. The data suggest that contemporaneous presentation of multiple examples of reinforced exclusion facilitated nonreinforced exclusion performances and that the resulting reduction in errors was critical in producing accurate learning outcomes with the new word-item discriminations.
在针对7名自闭症儿童（3至6岁）的实验1中，对每个儿童使用四对未知的单词-物品组合来测试视听排除能力。一名儿童在这四种视听关系中明确表现出排除能力和积极的学习成果。三名儿童表现出排除能力，但并不稳定，且未表现出积极的学习成果。其余3名儿童未表现出排除能力；因此，省略了学习成果测试。这6名未表现出排除能力或积极学习成果的儿童参与了第二个实验。在实验2中，试验块中包含使用四对新的未知单词-物品组合进行的无强化排除试验，同时也包含使用实验1中的未知范例进行的强化排除试验。五名儿童在新的单词-物品组合中表现出排除能力，其中4名在进一步测试中表现出积极的学习成果。一名儿童在排除能力方面表现出一些有限但不稳定的进步，未对其进行学习成果测试。数据表明，强化排除的多个示例的同时呈现促进了无强化排除表现，并且由此产生的错误减少对于通过新的单词-物品辨别产生准确的学习成果至关重要。
