Roodin Paul A, Offenbach Stuart I
a State University of New York, College at Oswego , USA.
b Purdue University , USA.
J Gen Psychol. 1978 Apr;98(2):295-302. doi: 10.1080/00221309.1978.9920883.
The effects of verbalization and method of task presentation on children's optional shift behavior are reported. Ninety-six kindergarten boys and girls made optional shifts consistent with the dimension verbalized in original learning. However, many children shifted directly to the cue actually reinforced in original learning (a "Regressive" shift). This type of shift was attributed to one of two procedural changes: the absence of reward for any of the test phase responses or a response switching strategy based on the observation that the E left the room before the reward contingencies changed.
报告了言语表达和任务呈现方式对儿童随意转换行为的影响。96名幼儿园男孩和女孩做出的随意转换与原始学习中言语表达的维度一致。然而，许多儿童直接转换到原始学习中实际得到强化的线索（“回归”转换）。这种转换类型归因于两种程序变化之一：测试阶段的任何反应都没有奖励，或者基于观察到实验者（E）在奖励条件改变之前离开房间而采用的反应转换策略。
