West Virginia University.
J Appl Behav Anal. 1984 Winter;17(4):429-40. doi: 10.1901/jaba.1984.17-429.
We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.
我们在学前环境中研究了言语和非言语行为之间的泛化和一致性保持的编程。四个孩子参与了一系列的多个基线设计。在实验 1 中，延迟强化言语行为有效地控制了与之前训练的反应的一致性保持，并且还导致了一致性向一个未训练的反应的泛化。由于后者的效果有限，实验 2 进一步评估了延迟强化对未训练反应的一致性泛化的效果，并且显示出了一致的泛化。实验 2 还表明，通过使用“增强训练”，可以恢复如果失去的泛化，其中恢复了原始的关联条件短暂的时间。实验 3 用两个额外的孩子复制了延迟强化对一致性保持的影响。结果从使用延迟强化作为一种不可辨别条件的角度进行了讨论。
