Martínez Lourdes, Flores Pilar, González-Salinas Carmen, Fuentes Luis J, Estévez Angeles F
Departamento de Psicología, Universidad de Almería, 04120, Almería, Spain.
Learn Behav. 2013 Sep;41(3):298-308. doi: 10.3758/s13420-013-0105-y.
Researchers have demonstrated that discriminative learning is facilitated when a particular outcome is associated with each relation to be learned. Our primary purpose in the two experiments reported here was to assess whether the differential outcomes procedure (DOP) would enhance 7-year-old children's learning of symbolic discriminations using three different forms of consequences in which (1) reinforcers are given when correct choices are made ("+"), (2) reinforcers are withdrawn when errors are made ("-"), or (3) children receive a reinforcer following a correct choice and lose one following an incorrect choice ("+/-"), as well as different types of reinforcers (secondary and primary reinforcers, Experiment 1; primary reinforcers alone, Experiment 2). Participants learned the task faster and showed significantly better performance whenever differential outcomes were arranged independently of (1) the way of providing consequences (+, -, or +/-) and (2) the type of reinforcers being used. Interestingly, as in a previous study with 5-year-old children (Martínez, Estévez, Fuentes, & Overmier, The Quarterly Journal of Experimental Psychology 62(8):1617-1630, 2009), the use of the DOP also enhanced long-term persistence of learning.
研究人员已经证明，当特定结果与每个要学习的关系相关联时，辨别学习会得到促进。我们在此报告的两项实验的主要目的是评估差异结果程序（DOP）是否会增强7岁儿童对符号辨别的学习，使用三种不同形式的结果：（1）做出正确选择时给予强化物（“+”），（2）犯错时撤回强化物（“-”），或（3）儿童在正确选择后获得一个强化物，在错误选择后失去一个强化物（“+/-”），以及不同类型的强化物（二级和一级强化物，实验1；仅一级强化物，实验2）。无论差异结果是独立于（1）提供结果的方式（“+”、“-”或“+/-”）和（2）所使用的强化物类型进行安排的，参与者都能更快地学习任务并表现出明显更好的成绩。有趣的是，正如之前对5岁儿童的一项研究（Martínez、Estévez、Fuentes和Overmier，《实验心理学季刊》62(8):1617 - 1630，2009）一样，DOP的使用也增强了学习的长期持续性。
