交替要求和实指训练对实指习得的影响。
The effects of alternating mand and tact training on the acquisition of tacts.
作者信息
Carroll R J, Hesse B E
出版信息
Anal Verbal Behav. 1987;5:55-65. doi: 10.1007/BF03392820.
Two training procedures were compared with respect to the average number of training trials it took to teach new verbal responses to normal children. Mand contingencies were alternated with tact contingencies in one condition while only tact contingencies were in effect in the other condition. Normal, preschool children served as subjects and toy parts were the objects that were to be named. The results indicated that it took, on the average, fewer trials to teach part names (tacts) in the mand-tact condition than in the tact only condition. Although more research is needed to confirm this, it appears that mand contingencies involve stronger controlling variables and can facilitate the acquisition of a tact repertoire.
针对教会正常儿童新言语反应所需的平均训练次数，对两种训练程序进行了比较。在一种条件下，要求反应的偶发事件与接触性反应的偶发事件交替出现，而在另一种条件下，只有接触性反应的偶发事件起作用。正常的学龄前儿童作为受试者，玩具部件是要命名的对象。结果表明，与仅采用接触性反应的条件相比，在要求反应 - 接触性反应条件下教授部件名称（接触性反应）平均所需的试验次数更少。尽管需要更多研究来证实这一点，但似乎要求反应的偶发事件涉及更强的控制变量，并且可以促进接触性反应技能的习得。
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