Lenz M, Singh N N, Hewett A E
Northern Illinois University.
Behav Modif. 1991 Jan;15(1):64-73. doi: 10.1177/01454455910151004.
Overcorrection procedures traditionally were designed to reduce the behavioral excesses of persons with mental retardation. However, beginning with a study of Foxx and Jones (1978), it became clear that variations of the procedure could be used to enhance academic proficiency in students with average intelligence, borderline intelligence, learning disabilities, and various levels of mental retardation. Studies were reviewed in this article that have used overcorrection procedures to enhance academic proficiency, and it was concluded (a) that overcorrection, alone or combined with positive reinforcement, significantly increased the academic proficiency of the students, and (b) that the label "overcorrection" is inappropriate, given that the procedures described in these studies did not meet the criteria for overcorrection procedures. It was suggested that overcorrection procedures used for academic remediation be called directed rehearsal in the future to reflect more accurately the procedures actually used.
传统上，过度矫正程序旨在减少智力迟钝者的行为过度。然而，从福克斯和琼斯（1978年）的一项研究开始，很明显该程序的变体可用于提高平均智力、临界智力、学习障碍以及不同程度智力迟钝的学生的学业水平。本文回顾了使用过度矫正程序提高学业水平的研究，并得出结论：（a）过度矫正单独使用或与积极强化相结合，显著提高了学生的学业水平；（b）鉴于这些研究中描述的程序不符合过度矫正程序的标准，“过度矫正”这一标签并不恰当。建议今后将用于学业补救的过度矫正程序称为定向演练，以更准确地反映实际使用的程序。
