California State University, Sacramento, USA.
J Appl Behav Anal. 2012 Winter;45(4):657-66. doi: 10.1901/jaba.2012.45-657.
Studies that have compared the effectiveness of differing prompt types to teach intraverbal responses have yielded mixed results, suggesting that individuals' reinforcement histories with prompt types may influence which prompt will be most effective. The purpose of this study was to test whether programmed increases in exposure to specific prompt types would produce concomitant increases in the acquisition rate of intraverbal responding. We compared acquisition rates among 4 typically developing preschool-aged children when taught via either echoic or tact prompts following exposure training with 1 prompt type. For all participants, the prompt method most recently used to teach intraverbal responses required fewer trials to teach new intraverbal responses compared to a prompt method that had not been used recently. The results are discussed in terms of the effects of reinforcement history on the acquisition of verbal behavior.
研究比较了不同提示类型在教授内言语反应方面的有效性，结果喜忧参半，这表明个体与提示类型的强化历史可能会影响哪种提示最有效。本研究旨在测试特定提示类型的暴露率是否会相应增加内言语反应的习得率。我们比较了在暴露训练后通过模仿或手势提示教授的 4 名典型发展的学龄前儿童的习得率。对于所有参与者，与最近未使用的提示方法相比，教授新内言语反应所需的试次更少，而最近用于教授内言语反应的提示方法。结果从强化历史对言语行为习得的影响方面进行了讨论。
