Vintere Parsla, Hemmes Nancy S, Brown Bruce L, Poulson Claire L
Psychology Department, Queens College, City University of New York, Flushing, New York 11367, USA.
J Appl Behav Anal. 2004 Fall;37(3):305-22. doi: 10.1901/jaba.2004.37-305.
The effects of two training procedures--(a) modeling and praise and (b) self-instruction, modeling, and praise--on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment order effects was used. Both procedures were effective in teaching the gross-motor chains. Nevertheless, for 4 of the 6 participants, the self-instruction procedure produced a faster acquisition rate in at least two of the three comparable pairs of gross-motor chains. Furthermore, very early in gross-motor chain acquisition, for five of the six gross-motor chains, the self-instruction condition was associated with faster response acquisition.
评估了两种训练方法——（a）示范与表扬，以及（b）自我指导、示范与表扬——对学前舞蹈班学生复杂大肌肉动作链习得的影响。六名女孩参与了该研究。采用了跨六个大肌肉动作链的多基线设计，并对治疗顺序效应进行了二级组间比较。两种方法在教授大肌肉动作链方面均有效。然而，在6名参与者中的4名中，自我指导方法在三对可比的大肌肉动作链中的至少两对中产生了更快的习得速度。此外，在大肌肉动作链习得的早期，在六个大肌肉动作链中的五个中，自我指导条件与更快的反应习得相关。
