等待时间和试验间隔时长对多重残疾儿童学习的影响。
Effects of wait-time and intertrial interval durations on learning by children with multiple handicaps.
作者信息
Valcante G, Roberson W, Reid W R, Wolking W D
机构信息
College of Medicine, University of Florida, Gainesville 32610.
出版信息
J Appl Behav Anal. 1989 Spring;22(1):43-55. doi: 10.1901/jaba.1989.22-43.
We investigated the influence of teacher wait-time and intertrial interval durations on the performance of 4 multiply handicapped students during instruction in 10 skills. Four experimental conditions were evaluated: long wait-time and long intertrial interval, long wait-time and short intertrial interval, short wait-time and long intertrial interval, and short wait-time and short intertrial interval. Instructors attempted to keep short intervals as close as possible to 1 s and long intervals as close as possible to 10 s for both variables. Results showed that student performance was superior under the long wait-time conditions irrespective of the length of the intertrial interval.
我们研究了教师等待时间和试验间隔时长对4名多重残疾学生在10项技能教学过程中表现的影响。评估了四种实验条件：长等待时间和长试验间隔、长等待时间和短试验间隔、短等待时间和长试验间隔、短等待时间和短试验间隔。对于这两个变量，教师试图使短间隔尽可能接近1秒，长间隔尽可能接近10秒。结果表明，无论试验间隔的长度如何，在长等待时间条件下学生的表现都更优。
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