Lee May S H, Nguyen Duong, Yu C T, Thorsteinsson Jennifer R, Martin Toby L, Martin Garry L
University of Manitoba and St. Amant Research Centre.
Educ Train Dev Disabil. 2008 Sep;43(3):388-396.
We examined the relationship between three discrimination skills (visual, visual matching-to-sample, and auditory-visual) and four stimulus modalities (object, picture, spoken, and video) in assessing preferences of leisure activities for 7 adults with developmental disabilities. Three discrimination skills were measured using the Assessment of Basic Learning Abilities Test. Three participants mastered a visual discrimination task, but not visual matching-to-sample and auditory-visual discriminations; two participants mastered visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, and two participants showed all three discriminations. The most and least preferred activities, identified through paired-stimulus preference assessment using objects, were presented to each participant in each of the four modalities using a reversal design. The results showed that (1) participants with visual discrimination alone showed a preference for their preferred activities in the object modality only; (2) those with visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, showed a preference for their preferred activities in the object but not in the spoken modality, and mixed results in the pictorial and video modalities; and (3) those with all three discriminations showed a preference for their preferred activities in all four modalities. These results provide partial replications of previous findings on the relationship between discriminations and object, pictorial, and spoken modalities, and extend previous research to include video stimuli.
我们研究了三种辨别技能（视觉、视觉样本匹配和视听）与四种刺激方式（物体、图片、语音和视频）之间的关系，以评估7名发育障碍成年人对休闲活动的偏好。使用基本学习能力评估测试来测量三种辨别技能。三名参与者掌握了视觉辨别任务，但未掌握视觉样本匹配和视听辨别；两名参与者掌握了视觉和视觉样本匹配辨别，但未掌握视听辨别；另外两名参与者表现出了所有三种辨别能力。通过使用物体进行配对刺激偏好评估确定的最受欢迎和最不受欢迎的活动，采用反转设计，以四种方式分别呈现给每位参与者。结果表明：（1）仅具有视觉辨别能力的参与者仅在物体方式中对其偏好的活动表现出偏好；（2）具有视觉和视觉样本匹配辨别能力但不具有视听辨别能力的参与者，在物体方式而非语音方式中对其偏好的活动表现出偏好，在图片和视频方式中的结果则参差不齐；（3）具有所有三种辨别能力的参与者在所有四种方式中对其偏好的活动都表现出偏好。这些结果部分重复了先前关于辨别与物体、图片和语音方式之间关系的研究结果，并将先前的研究扩展到包括视频刺激。
