Clarke Institute of Psychiatry, Toronto, Ontario.
J Appl Behav Anal. 1972 Summer;5(2):183-90. doi: 10.1901/jaba.1972.5-183.
Language deficient, autistic children were trained to use the prepositions "in" and "on". Three subjects were exposed to conditions of training that differed in the method of employment of stimulus objects used to train prepositional usage. Two subjects were trained first with "ambiguous" stimuli, that is, the same stimulus objects were used for training both prepositions. The two subjects were then switched to a training condition with "non-ambiguous" stimulus objects, that is, objects used for training "in" were different than those used for training "on". The two subjects were then switched to the ambiguous stimulus condition and finally returned again to training with non-ambiguous stimuli (four conditions). A third subject began with training on non-ambiguous stimuli, was switched to an ambiguous condition and was then switched back to non-ambiguous stimuli (three conditions). The results for two of the three subjects indicated that accurate usage of the two prepositions was obtained only under training conditions with non-ambiguous stimuli. Results for the third subject suggested that initial training with non-ambiguous stimuli might enhance subsequent accurate responding with ambiguous stimuli.
语言障碍和自闭症儿童被训练使用介词“in”和“on”。三个被试接受了不同的训练条件，这些条件在使用刺激物来训练介词用法的方法上有所不同。两个被试首先接受了“模糊”刺激的训练，也就是说，用于训练两个介词的是相同的刺激物。然后，这两个被试切换到“非模糊”刺激的训练条件，即用于训练“in”的物体与用于训练“on”的物体不同。然后，这两个被试又切换到模糊刺激条件，最后再次回到非模糊刺激的训练条件（四种条件）。第三个被试从非模糊刺激的训练开始，然后切换到模糊条件，最后又切换回非模糊刺激（三种条件）。对于其中两个被试的结果表明，只有在非模糊刺激的训练条件下才能获得两个介词的准确使用。第三个被试的结果表明，最初用非模糊刺激进行训练可能会增强随后对模糊刺激的准确反应。
