Grindle Corinna F, Remington Bob
Centre for Behavioural Research, Analysis, and Intervention in Developmental Disabilities, School of Psychology, University of Southampton, Highfield, Southampton S017 1BJ, UK.
Res Dev Disabil. 2004 Sep-Oct;25(5):413-29. doi: 10.1016/j.ridd.2003.09.003.
Five children with autism were taught to match printed words to corresponding pictures. Participants' speed of learning was compared across three training conditions, each involving a 5-s delay of reinforcement, using a within-participants alternating treatments design. In the cue-value condition, a verbal phrase of approval (e.g., "good!") was delivered only after correct responses and again after a 5-s delay when a primary reinforcer was delivered; in the response-marking condition, an attention-eliciting verbal cue (e.g., "look!") was delivered after both correct and incorrect responses, but not prior to the primary reinforcer; in the delay only condition, there were no cues during a 5-s delay. Performance in the no-cue control was inferior to both the cue-value and response-marking conditions, but there was little difference between the latter two conditions. The implications of these results for facilitating learning in applied settings are discussed.
五名自闭症儿童被教导将印刷文字与相应图片进行匹配。采用被试内交替处理设计，在三种训练条件下比较了参与者的学习速度，每种条件都包含5秒的强化延迟。在线索价值条件下，只有在正确反应后才给予赞许的口头短语（例如，“很好！”），并在5秒延迟后再次给予，此时给予初级强化物；在反应标记条件下，在正确和错误反应后都给予引起注意的口头线索（例如，“看！”），但在初级强化物之前不给予；在仅延迟条件下，在5秒延迟期间没有线索。无线索控制条件下的表现不如线索价值条件和反应标记条件，但后两种条件之间几乎没有差异。讨论了这些结果对促进应用环境中学习的意义。
