Hogg J, Remington R E, Foxen T H
Dev Med Child Neurol. 1979 Dec;21(6):779-86. doi: 10.1111/j.1469-8749.1979.tb01701.x.
A classical conditioning procedure was used with five profoundly retarded children with multiple handicaps in order to investigate basic learning processes in such children. Their chronological ages ranged from 48 to 108 months and their mental ages from 0 to 5.5 months. The procedure used a sound as the conditioned stimulus, a puff of air to the cornea as the unconditioned stimulus, and eye-blink as the conditioned response. Conditioning was established for the two most developmentally advanced children, and the intermediate pair showed different patterns of orienting response to the conditioned stimulus but no evidence of conditioning. The fifth and most developmentally delayed child did not respond to the stimuli. The extent to which these results can be generalised to the conditioning of profoundly retarded, multiply handicapped children is discussed.
为了研究重度智障且多重残疾儿童的基本学习过程，对五名此类儿童采用了经典条件作用程序。他们的实际年龄在48至108个月之间，心理年龄在0至5.5个月之间。该程序使用一种声音作为条件刺激，向角膜吹气作为无条件刺激，眨眼作为条件反应。两名发育最成熟的儿童建立了条件作用，中间的一对儿童对条件刺激表现出不同的定向反应模式，但没有条件作用的证据。第五名也是发育最迟缓的儿童对刺激没有反应。讨论了这些结果能够推广到重度智障且多重残疾儿童条件作用的程度。
