强调作为口头模仿的提示。
Emphasis as a prompt for verbal imitation.
机构信息
University of Kansas.
出版信息
J Appl Behav Anal. 1970 Fall;3(3):185-90. doi: 10.1901/jaba.1970.3-185.
Four- and five-yr-old disadvantaged children were read sentences composed of varying numbers of short phrases. The children were asked to repeat each sentence, but the accuracy of their imitations was not differentially reinforced. The teacher stressed (emphasized) certain words as she read each sentence. The proportion of words that were stressed was systematically varied. In general, the children imitated only parts of most sentences. Stress was effective in influencing which parts of a sentence the children would imitate, but only when relatively few words were stressed. Stressing a word increased the probability of a child's imitating that word (and, to a large extent, the entire phrase containing that word) as an inverse function of the proportion of the words that were stressed.
将 4 岁和 5 岁的处境不利的儿童阅读由不同数量的短语组成的句子。要求儿童重复每个句子，但他们的模仿准确性没有得到不同的强化。老师在阅读每个句子时强调（强调）某些单词。强调的单词比例被系统地改变。一般来说，孩子们只模仿了大多数句子的一部分。强调可以有效地影响孩子会模仿句子的哪些部分，但只有在强调的单词相对较少的情况下才有效。强调一个单词会增加孩子模仿该单词的概率（并且在很大程度上，包含该单词的整个短语），这是作为强调的单词比例的反函数。
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