在视觉词阅读过程中，将反应重复作为一种错误纠正策略的分析。
Analysis of response repetition as an error-correction strategy during sight-word reading.
作者信息
Worsdell April S, Iwata Brian A, Dozier Claudia L, Johnson Adrienne D, Neidert Pamela L, Thomason Jessica L
机构信息
Rehabilitation Institute, Southern Illinois University, Carbondale 62901, USA.
出版信息
J Appl Behav Anal. 2005 Winter;38(4):511-27. doi: 10.1901/jaba.2005.115-04.
A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.
人们对正强化对反应习得的影响了解颇多；相比之下，针对应用于错误的意外情况所开展的研究则少得多。我们研究了将反应重复作为一种纠错程序，对11名发育障碍成年人的视觉词阅读表现所产生的影响。研究1比较了单反应（SR）重复和多反应（MR）重复，结果显示，所有6名参与者通过MR程序习得的视觉词更多。研究2比较了在每次错误反应后进行的MR纠错（连续）和在三分之一的错误反应后进行的MR纠错（间歇），结果显示，当纠错是连续进行时，所有6名参与者习得的视觉词更多。研究3比较了MR纠错，其中错误需要练习训练词（相关）与不同的词（不相关），结果显示，9名参与者中有3名在相关条件下表现更好；然而，即使在不相关条件下，所有参与者也都有进步。我们从行为过程的角度讨论了这些发现，即纠错可能在习得过程中提高表现的行为过程。
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