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本文引用的文献

1
Stimulus presentation order in receptive identification tasks: A systematic replication.接受性识别任务中的刺激呈现顺序：一项系统复制研究。
J Appl Behav Anal. 2018 Jul;51(3):634-646. doi: 10.1002/jaba.459. Epub 2018 Apr 19.
2
An Evaluation of Differential Observing Responses During Receptive Label Training.接受性标签训练期间差异观察反应的评估
Behav Anal Pract. 2017 Apr 24;10(3):290-295. doi: 10.1007/s40617-017-0188-6. eCollection 2017 Sep.
3
Order of stimulus presentation influences children's acquisition in receptive identification tasks.刺激呈现的顺序会影响儿童在接受性识别任务中的习得。
J Appl Behav Anal. 2016 Mar;49(1):58-68. doi: 10.1002/jaba.264. Epub 2015 Oct 28.
4
The effects of tact training on the development of analogical reasoning.触觉训练对类比推理发展的影响。
J Exp Anal Behav. 2015 Sep;104(2):96-118. doi: 10.1002/jeab.167.
5
The role of increased exposure to transfer-of-stimulus-control procedures on the acquisition of intraverbal behavior.刺激控制转移程序的增加暴露对言语行为获得的作用。
J Appl Behav Anal. 2012 Winter;45(4):657-66. doi: 10.1901/jaba.2012.45-657.
6
Decreasing errors in reading-related matching to sample using a delayed-sample procedure.使用延迟样本程序减少与样本相关的阅读匹配错误。
J Appl Behav Anal. 2009 Fall;42(3):717-21. doi: 10.1901/jaba.2009.42-717.

样本优先与比较优先刺激呈现：两名自闭症个体的初步研究结果

Sample First versus Comparison First Stimulus Presentations: Preliminary Findings for Two Individuals with Autism.

作者信息

Vedora Joseph, Barry Tiffany, Ward-Horner John C

机构信息

Evergreen Center, Milford, MA USA.

出版信息

Behav Anal Pract. 2018 Sep 20;12(2):423-429. doi: 10.1007/s40617-018-00299-1. eCollection 2019 Jun.

DOI:10.1007/s40617-018-00299-1
PMID:31976249
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6745565/
Abstract

The current study was a replication of Petursdottir and Aguilar ( 58-68, 2016). Two different stimulus presentations were evaluated during auditory-visual discrimination training. A sample-first procedure, in which the sample stimulus was presented before the comparison stimuli, was compared to a comparison-first procedure, in which the sample presentation was presented after the comparison stimuli. The results indicated that both participants learned more quickly in the comparison-first condition, a finding that differed from Petursdottir and Aguilar ( 58-68, 2016).

摘要

当前的研究是对彼得斯多蒂尔和阿吉拉尔（2016年，第58 - 68页）研究的重复。在视听辨别训练期间评估了两种不同的刺激呈现方式。一种是样本优先程序，即样本刺激在比较刺激之前呈现；另一种是比较优先程序，即样本刺激在比较刺激之后呈现。结果表明，在比较优先条件下，两位参与者都学得更快，这一发现与彼得斯多蒂尔和阿吉拉尔（2016年，第58 - 68页）的研究结果不同。