Schneider Kiley A, Devine Bailey, Aguilar Gabriella, Petursdottir Anna Ingeborg
Texas Christian University.
J Appl Behav Anal. 2018 Jul;51(3):634-646. doi: 10.1002/jaba.459. Epub 2018 Apr 19.
Conflicting recommendations exist in the literature regarding the optimal order of stimulus presentation when teaching auditory-visual conditional discriminations. The present study examined the generality of a previously demonstrated advantage of presenting the auditory sample before visual comparisons (sample-first condition) over the reverse sequence (comparison-first condition). Participants were four typically developing 5- and 6-year-old boys. The procedures of Petursdottir and Aguilar (2016) were systematically replicated with the addition of a prompted error correction trial following each incorrect response. Overall, there were more instances of quicker mastery in the sample-first condition (four of seven evaluations) than in the comparison-first condition (two of seven evaluations). A comparison-first advantage was associated with slower acquisition in both conditions than in the remaining evaluations, and an analysis of stimulus and position bias yielded tentative evidence for unwanted sources of stimulus control.
关于在教授视听条件辨别时刺激呈现的最佳顺序，文献中存在相互矛盾的建议。本研究考察了之前所证明的在视觉比较之前呈现听觉样本（样本优先条件）相对于相反顺序（比较优先条件）的优势的普遍性。参与者是四名发育正常的5岁和6岁男孩。系统地重复了Petursdottir和Aguilar（2016）的程序，并在每次错误反应后增加了一次提示性错误纠正试验。总体而言，样本优先条件下（七次评估中有四次）比比较优先条件下（七次评估中有两次）有更多更快掌握的情况。在两种条件下，比较优先优势都与比其余评估中更慢的习得相关，并且对刺激和位置偏差的分析产生了关于不必要的刺激控制来源的初步证据。
