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1
Correspondence between saying and doing: Some thoughts on defining correspondence and future directions for application.说与做的一致性：关于定义一致性的一些思考及应用的未来方向。
J Appl Behav Anal. 1982 Spring;15(1):151-62. doi: 10.1901/jaba.1982.15-151.
2
Some thoughts on correspondence between saying and doing.关于言行一致的几点思考。
J Appl Behav Anal. 1978 Summer;11(2):271-6. doi: 10.1901/jaba.1978.11-271.
3
Verbal mediating responses: effects on generalization of say-do correspondence and noncorrespondence.言语中介反应：对说-做对应和不对应的泛化的影响。
J Appl Behav Anal. 2010 Fall;43(3):411-24. doi: 10.1901/jaba.2010.43-411.
4
A review of correspondence training: Suggestions for a revival.通信训练综述：复兴的建议。
Behav Anal. 2002 Spring;25(1):57-73. doi: 10.1007/BF03392045.
5
Saying and doing: A contingency-space analysis.说与做：一个权变空间分析。
J Appl Behav Anal. 1987 Spring;20(1):69-74. doi: 10.1901/jaba.1987.20-69.
6
Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training.延迟强化作为言语/非言语对应训练中的一种不可分辨的关联事件。
J Appl Behav Anal. 1984 Winter;17(4):429-40. doi: 10.1901/jaba.1984.17-429.
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Establishing reports of saying and doing and discriminations of say-do relations.建立关于言语和行为的报告以及言语-行为关系的辨别。
Res Dev Disabil. 2002 Nov-Dec;23(6):406-21. doi: 10.1016/s0891-4222(02)00142-7.
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Correspondence training, prior verbal training, and control of nonverbal behavior via control of verbal behavior.通过控制言语行为来进行对应训练、先前的言语训练以及非言语行为的控制。
J Appl Behav Anal. 1977 Summer;10(2):333-8. doi: 10.1901/jaba.1977.10-333.
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J Appl Behav Anal. 1987 Winter;20(4):391-400. doi: 10.1901/jaba.1987.20-391.
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引用本文的文献

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An Extension of the Effects of Praising Positive Qualifying Autoclitics on the Frequency of Reading.表扬积极限定自附语对阅读频率影响的扩展
Anal Verbal Behav. 2014 Jul 17;30(2):141-7. doi: 10.1007/s40616-014-0017-8. eCollection 2014 Oct.
2
A review of correspondence training: Suggestions for a revival.通信训练综述：复兴的建议。
Behav Anal. 2002 Spring;25(1):57-73. doi: 10.1007/BF03392045.
3
Addenda.补遗
Behav Anal. 1994 Spring;17(1):141-4. doi: 10.1007/BF03392659.
4
A procedural analysis of correspondence training techniques.对应训练技术的程序分析
Behav Anal. 1990 Fall;13(2):107-19. doi: 10.1007/BF03392528.
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The buckle-up promise card: A versatile intervention for large-scale behavior change.系好安全带承诺卡：一种促进大规模行为改变的通用干预措施。
J Appl Behav Anal. 1991 Spring;24(1):91-4. doi: 10.1901/jaba.1991.24-91.
6
On the functional role of the verbalization in correspondence training procedures.论言语化在书信训练程序中的功能作用。
J Appl Behav Anal. 1988 Winter;21(4):345-56. doi: 10.1901/jaba.1988.21-345.
7
Correspondence between definitions and procedures: A reply to Stokes, Osnes, and Guevremont.定义与程序的一致性：对 Stokes、Osnes 和 Guevremont 的回复。
J Appl Behav Anal. 1987 Winter;20(4):401-4. doi: 10.1901/jaba.1987.20-401.
8
Saying and doing: A contingency-space analysis.说与做：一个权变空间分析。
J Appl Behav Anal. 1987 Spring;20(1):69-74. doi: 10.1901/jaba.1987.20-69.
9
Programming maintenance after correspondence training interventions with children.编程维护儿童对应训练干预后的情况。
J Appl Behav Anal. 1986 Summer;19(2):215-9. doi: 10.1901/jaba.1986.19-215.
10
Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training.延迟强化作为言语/非言语对应训练中的一种不可分辨的关联事件。
J Appl Behav Anal. 1984 Winter;17(4):429-40. doi: 10.1901/jaba.1984.17-429.

本文引用的文献

1
Some thoughts on correspondence between saying and doing.关于言行一致的几点思考。
J Appl Behav Anal. 1978 Summer;11(2):271-6. doi: 10.1901/jaba.1978.11-271.
2
An implicit technology of generalization.一种隐含的泛化技术。
J Appl Behav Anal. 1977 Summer;10(2):349-67. doi: 10.1901/jaba.1977.10-349.
3
Correspondence training, prior verbal training, and control of nonverbal behavior via control of verbal behavior.通过控制言语行为来进行对应训练、先前的言语训练以及非言语行为的控制。
J Appl Behav Anal. 1977 Summer;10(2):333-8. doi: 10.1901/jaba.1977.10-333.
4
Correspondence between saying and doing: teaching children to share and praise.言行一致：教孩子分享和赞美。
J Appl Behav Anal. 1976 Fall;9(3):335-54. doi: 10.1901/jaba.1976.9-335.
5
Effects of reinforcement and guidance procedures on instruction-following behavior of severely retarded children.强化和引导程序对严重智障儿童遵从指令行为的影响。
J Appl Behav Anal. 1971 Winter;4(4):283-90. doi: 10.1901/jaba.1971.4-283.
6
Developing correspondence between the non-verbal and verbal behavior of preschool children.发展学前儿童的非言语行为和言语行为之间的一致性。
J Appl Behav Anal. 1968 Winter;1(4):267-81. doi: 10.1901/jaba.1968.1-267.
7
CUE PROPERTIES OF WORDS: THE CONTROL OF OPERANT RESPONDING BY RATE AND CONTENT OF VERBAL OPERANTS.词语的线索属性：通过言语行为的速率和内容来控制操作性反应
Child Dev. 1964 Mar;35:245-56. doi: 10.1111/j.1467-8624.1964.tb05934.x.
8
Interaction between verbal and nonverbal behavior.言语行为与非言语行为之间的相互作用。
Child Dev. 1961 Jun;32:329-36. doi: 10.1111/j.1467-8624.1961.tb05031.x.
9
The effectiveness of interpersonal skills training on the social skill acquisition of moderately and mildly retarded adults.人际技能培训对中度和轻度智障成年人社交技能习得的有效性。
J Appl Behav Anal. 1980 Summer;13(2):237-48. doi: 10.1901/jaba.1980.13-237.
10
Verbal self-control: the establishment of effective self-instruction.言语自我控制：有效自我指导的建立。
J Exp Psychol. 1967 Aug;74(4):485-91. doi: 10.1037/h0024822.

说与做的一致性：关于定义一致性的一些思考及应用的未来方向。

Correspondence between saying and doing: Some thoughts on defining correspondence and future directions for application.

机构信息

Purdue University.

出版信息

J Appl Behav Anal. 1982 Spring;15(1):151-62. doi: 10.1901/jaba.1982.15-151.

DOI:10.1901/jaba.1982.15-151
PMID:16795654
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1308254/
Abstract

Israel (1978) evaluated and discussed research on positive and negative verbal-nonverbal correspondence. In the present report we attempt to delineate the relationship of correspondence training to two major intervention goals-producing (increasing) behavior and inhibiting (decreasing) behavior. The concepts of noncorrespondence and generalized positive correspondence are introduced. Past research relating to the correspondence analyses offered for the two intervention outcomes and possibilities for future research are discussed. The relationship of verbal correspondence training to the issues of response maintenance and response generalization is also examined.

摘要

以色列（1978 年）评估并讨论了关于积极和消极言语-非言语一致性的研究。在本报告中，我们试图描述一致性训练与两个主要干预目标的关系——产生（增加）行为和抑制（减少）行为。介绍了非一致性和广义积极一致性的概念。讨论了过去关于两种干预结果的一致性分析的研究以及未来研究的可能性。言语一致性训练与反应维持和反应泛化问题的关系也进行了研究。