Haskett J, Hollar W D
Am J Ment Defic. 1978 Jul;83(1):60-8.
In two experiments, three of four profoundly retarded and physically handicapped children with MAs below 7 months demonstrated instrumental learning of a manipulatory response that produced either illumination or music. Discrimination of response-dependent from response-independent stimulation was demonstrated by the three subjects. Further, changes in two categories of collateral behavior, vacalizing and smiling, seemed to reflect recognition of changes in stimulus conditions. Results indicated that profoundly retarded children share with normally developing infants and children the capacity to be reinforced by sensory stimulation and to discriminate contingent from noncontingent events.
在两项实验中，四名智力严重迟钝且身体有残疾、心理年龄低于7个月的儿童中有三名表现出对一种操作反应的工具性学习，这种反应能带来照明或音乐。这三名受试者表现出了对依赖反应的刺激和不依赖反应的刺激的辨别能力。此外，两类附带行为（发声和微笑）的变化似乎反映出对刺激条件变化的认知。结果表明，智力严重迟钝的儿童与正常发育的婴幼儿一样，具有因感官刺激而得到强化以及辨别偶然事件和非偶然事件的能力。
