Wilkinson Krista M, Rosenquist Celia, McIlvane William J
Emerson College, Shriver Center of the University of Massachusetts Medical School.
Psychol Rec. 2009 Apr 1;59(2):187. doi: 10.1007/BF03395658.
We evaluated formation of simple symbolic categories from initial learning of specific dictated word-picture relations through emergence of untaught or derived relations. Participants were 10 individuals with severe intellectual and language limitations. Three experimental categories were constructed, each containing 1 spoken word (Set A), 1 photograph (Set B), and 1 visual-graphic "lexigram" (Set C). Exclusion-based learning procedures were used to teach first the 3 auditory-visual relations (A-B relations) and then the 3 visual-visual relations (B-C relations) for each category. Seven participants acquired these initial relations. The untaught relations C-B and A-C were then assessed to evaluate the emergence of symbolic categories. Participants demonstrated virtually error-free performances on C-B and A-C derived relations. The study helps to define operationally a highly useful procedural path for systematic instruction in symbolic functioning for persons with intellectual and language disabilities associated with autism and other neurodevelopmental disorders.
我们通过未教授的或衍生的关系的出现，从特定听写的单词-图片关系的初始学习中评估简单符号类别的形成。参与者是10名有严重智力和语言障碍的个体。构建了三个实验类别，每个类别包含1个口语单词（A组）、1张照片（B组）和1个视觉图形“词符”（C组）。基于排除的学习程序首先用于教授每个类别的3种听觉-视觉关系（A-B关系），然后教授3种视觉-视觉关系（B-C关系）。7名参与者掌握了这些初始关系。然后评估未教授的关系C-B和A-C，以评估符号类别的出现。参与者在C-B和A-C衍生关系上几乎表现无误。该研究有助于从操作上定义一条非常有用的程序路径，用于对与自闭症和其他神经发育障碍相关的智力和语言残疾者进行符号功能的系统教学。
