Texas Christian University, USA.
J Appl Behav Anal. 2012 Winter;45(4):737-51. doi: 10.1901/jaba.2012.45-737.
This study was a systematic replication and extension of Fisher, Kodak, and Moore (2007), in which a picture prompt embedded into a least-to-most prompting sequence facilitated acquisition of auditory-visual conditional discriminations. Participants were 4 children who had been diagnosed with autism; 2 had limited prior receptive skills, and 2 had more advanced receptive skills. We used a balanced design to compare the effects of picture prompts, pointing prompts, and either trial-and-error learning or a no-reinforcement condition. In addition, we assessed the emergence of vocal tacts for the 2 participants who had prior tact repertoires. Picture prompts enhanced acquisition for all participants, but there were no differential effects on tact emergence. The results support a generality of the effect reported by Fisher et al. and suggest that a variety of learners may benefit from the incorporation of picture prompts into auditory-visual conditional discrimination training.
这项研究是对 Fisher、Kodak 和 Moore（2007 年）的系统复制和扩展，在该研究中，嵌入在最不到最提示序列中的图片提示促进了听觉-视觉条件辨别能力的获得。参与者是 4 名被诊断患有自闭症的儿童；其中 2 名儿童先前的接受性技能有限，而 2 名儿童则具有更先进的接受性技能。我们使用平衡设计来比较图片提示、指点提示以及试误学习或无强化条件对参与者的影响。此外，我们评估了先前具有语用技能的 2 名参与者出现声音语用的情况。图片提示提高了所有参与者的学习效果，但对语用出现的影响没有差异。结果支持了 Fisher 等人报告的效果的普遍性，并表明各种学习者可能受益于将图片提示纳入听觉-视觉条件辨别训练。
