Wacker D P, Berg W K, McMahon C, Templeman M, McKinney J, Swarts V, Visser M, Marquardt P
University of Iowa, Division of Developmental Disabilities, Iowa City 52242.
J Appl Behav Anal. 1988 Winter;21(4):369-80. doi: 10.1901/jaba.1988.21-369.
We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label-then-do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key-entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self-labeling procedures to complete a key-entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior.
我们进行了两项实验，在多重基线设计中，先训练中度智力障碍者进行标签标注，然后让他们在电脑、计算器或支票簿上输入字符（先标注后操作）。在实验1中，5名年轻成年人在办公室环境中接受训练，将统计程序输入电脑。训练后，所有受试者的言语标签使用和按键输入技能在任务（程序）和环境（办公室和电脑终端）中都得到了泛化。在实验2中，3名初中生通过自我标签程序接受训练，以完成按键输入任务并核对支票簿。所有学生的表现都在任务和环境中得到了泛化，并且有2名学生的标签使用也得到了泛化。讨论了与中介泛化以及建立对行为的言语控制相关的结果。
