Ward W D, Stare S W
State University of New York, Brockport.
J Appl Behav Anal. 1990 Spring;23(1):129-36. doi: 10.1901/jaba.1990.23-129.
We examined the role of subject verbalization in the generalization of verbal-nonverbal correspondence. Twelve kindergarten children underwent correspondence training (subject verbalization) or received reinforcement for performing an experimenter-selected behavior (experimenter verbalization). A reversal design, along with the introduction of a multiple baseline design across behaviors, was used to assess functional relations. Pupils who received correspondence training demonstrated greater generalization. Our findings suggest that subject verbalization may be necessary to accomplish generalized correspondence.
我们研究了主体言语表达在言语-非言语对应关系泛化中的作用。12名幼儿园儿童接受了对应训练（主体言语表达），或因执行实验者选择的行为而得到强化（实验者言语表达）。采用反转设计，并引入跨行为的多重基线设计来评估功能关系。接受对应训练的学生表现出了更强的泛化能力。我们的研究结果表明，主体言语表达可能是实现泛化对应所必需的。
