Applied Behavioral Science Department, University of Kansas, Lawrence, Kansas 66045, USA.
J Appl Behav Anal. 2012 Winter;45(4):721-35. doi: 10.1901/jaba.2012.45-721.
Some individuals with intellectual disabilities do not respond to praise as a reinforcer, which may limit their ability to learn. We evaluated 2 procedures (stimulus pairing and response-stimulus pairing), both of which involved pairing previously neutral praise statements with preferred edible items, to determine their usefulness in establishing praise as a reinforcer. Results of Study 1 indicated that stimulus pairing was not effective in conditioning praise as a reinforcer for 3 of 4 subjects; results were inconclusive for the 4th subject. Results of Study 2 indicated that response-stimulus pairing was effective in conditioning praise as a reinforcer for 4 of 8 subjects. After conditioning, praise also increased the occurrence of additional target responses for these 4 subjects.
一些智障人士对赞美作为强化物没有反应，这可能限制了他们的学习能力。我们评估了两种程序（刺激配对和反应-刺激配对），这两种程序都涉及将先前中性的表扬语句与喜欢的可食用物品配对，以确定它们在将表扬作为强化物建立起来的有用性。研究 1 的结果表明，刺激配对对 4 名被试中的 3 名没有效果；第 4 名被试的结果不确定。研究 2 的结果表明，反应-刺激配对对 8 名被试中的 4 名有效。在条件作用后，表扬也增加了这 4 名被试的其他目标反应的发生。
