Wiskow Katie M, Torrecillas Jasmine, Rocha Haide, DaSilva Allison
Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA.
Present Address: Fresno Unified School District, Fresno, CA USA.
Anal Verbal Behav. 2020 Oct 6;36(2):251-272. doi: 10.1007/s40616-020-00136-z. eCollection 2020 Dec.
In the present study, experimenters evaluated the influence of lag schedules of reinforcement in combination with accurate and inaccurate (complete and incomplete) rules on the response variability of naming category items for typically developing preschoolers in a group format. Results showed that when lag schedules were introduced with 2 categories, response variability generalized to the third category. Furthermore, after participants experienced the lag schedule, variability persisted when the contingency no longer required variability. Participants continued to vary their responses unless the rule and contingency required them to repeat responses. We discuss potential clinical applications of using lag schedules in a group format and including rules during teaching, as well as directions for future research in this area.
在本研究中，实验者以小组形式评估了强化延迟时间表与准确和不准确（完整和不完整）规则相结合对典型发育的学龄前儿童命名类别项目反应变异性的影响。结果表明，当引入两类别的延迟时间表时，反应变异性会推广到第三类别。此外，在参与者经历延迟时间表后，当条件不再要求变异性时，变异性仍然存在。参与者继续改变他们的反应，除非规则和条件要求他们重复反应。我们讨论了以小组形式使用延迟时间表并在教学中纳入规则的潜在临床应用，以及该领域未来研究的方向。
