向重度智障儿童教授互动语言行为。
Teaching intraverbal behavior to severely retarded children.
作者信息
Watkins C L, Pack-Teixeira L, Howard J S
出版信息
Anal Verbal Behav. 1989;7:69-81. doi: 10.1007/BF03392838.
Abstract
The present study evaluated procedures to teach single and multiple intraverbal responses, and assessed whether intraverbals and tacts are functionally independent. A delayed echoic prompting procedure was used to assess transfer of stimulus control. Probes were interspersed among intraverbal training trials to measure the emergence of intraverbals that were not directly trained. Following intraverbal training, visual stimuli were presented to determine whether response topographies transferred to tact conditions. The results suggest that special training is necessary for the acquisition of intraverbal responding in retarded individuals, and provide some support for the functional independence of intraverbals and tacts at the time of acquisition.
摘要
本研究评估了教授单一和多个内语言反应的程序，并评估内语言和触觉是否在功能上相互独立。采用延迟模仿提示程序来评估刺激控制的转移。在多个内语言训练试验中穿插探测，以测量未直接训练的内语言的出现情况。在内语言训练之后，呈现视觉刺激以确定反应形式是否转移到触觉情境中。结果表明，对于智力迟钝个体而言，习得内语言反应需要特殊训练，并为习得时内语言和触觉在功能上的独立性提供了一些支持。
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本文引用的文献
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The functional independence of mands and tacts.手势语和听语的独立性。
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