The Ohio State University, Columbus, Ohio 43210, USA.
J Appl Behav Anal. 2009 Summer;42(2):361-7. doi: 10.1901/jaba.2009.42-361.
We examined the effects of teaching overt precurrent behaviors on the current operant of solving multiplication and division word problems. Two students were taught four precurrent behaviors (identification of label, operation, larger numbers, and smaller numbers) in a different order, in the context of a multiple baseline design. After meeting criterion on three of the four precurrent skills, the students demonstrated the current operant of correct problem solutions. These skills generalized to novel problems. Correct current operant responses (solutions that matched answers revealed by coloring over the space with a special marker) maintained the precurrent behaviors in the absence of any other programmed reinforcement.
我们考察了教授显性先行行为对乘法和除法文字问题当前操作性的影响。在多项基线设计的背景下，两名学生以不同的顺序学习了四个先行行为（标签识别、操作、较大数字和较小数字）。在满足了四个先行技能中的三个标准后，学生们表现出了正确解决问题的当前操作性。这些技能推广到了新的问题中。正确的当前操作性反应（与通过用特殊标记覆盖空间来揭示答案相匹配的解决方案）在没有任何其他程序强化的情况下保持了先行行为。
