Harman Michael J, Kodak Tiffany, Bohl Leah, Mayland Theresa
Briar Cliff University, Sioux City, IA USA.
Marquette University, Milwaukee, WI USA.
Anal Verbal Behav. 2021 Jun 22;37(1):57-76. doi: 10.1007/s40616-021-00145-6. eCollection 2021 Jun.
The purposes of this study were to evaluate the effects of an auditory-distractor stimulus and vocal-blocking task on performance on a math task and measures of overt verbal operants. College students served as participants, and they were instructed to solve an arithmetic problem while continuously emitting overt verbal behavior. The overt verbal behavior consisted of either talking aloud while solving the problem or reciting the alphabet. A third condition consisted of playing an auditory-distractor file containing the alphabet during the response interval while participants talked aloud. Data were collected on response accuracy, latency to respond, and frequency of echoic and self-echoic responses emitted during the response interval. The vocal-blocking task significantly affected performance on the math task when visual stimuli were absent. The decrease in performance coincided with significant decreases in participants' mean frequency of echoic and self-echoic responses. In sum, correctly responding to an arithmetic problem was significantly affected by the vocal-blocking task, indicating support for the necessity of verbal mediation during problem solving.
本研究的目的是评估听觉干扰刺激和言语阻断任务对数学任务表现及公开言语操作测量的影响。大学生作为参与者，他们被指示在持续发出公开言语行为的同时解决一道算术题。公开言语行为包括在解题时大声说话或背诵字母表。第三种情况是在参与者大声说话的反应间隔期间播放包含字母表的听觉干扰文件。收集了关于反应准确性、反应潜伏期以及反应间隔期间发出的模仿和自我模仿反应频率的数据。当没有视觉刺激时，言语阻断任务显著影响数学任务的表现。表现的下降与参与者模仿和自我模仿反应的平均频率显著降低相一致。总之，正确回答算术题受到言语阻断任务的显著影响，这表明支持在解决问题过程中言语中介的必要性。
