Zhi Hui, Fienup Daniel M, Chan Kalie, Cariveau Tom
Department of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA.
University of North Carolina, Wilmington, USA.
J Behav Educ. 2023 Mar 8:1-28. doi: 10.1007/s10864-023-09509-5.
We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.
我们对正确和错误反应的技能习得结果进行了成分分析。在学习单元（LU）条件下，研究人员对正确反应给予表扬，并针对错误反应实施纠正程序。在仅对正确反应给予表扬（PC）条件下，研究人员对正确反应给予即时表扬，而忽略错误反应。在仅对错误反应进行纠正（CI）条件下，研究人员忽略正确反应，并针对错误反应实施纠正程序。我们在教育和抽象刺激中操纵这个自变量，并测量反应的习得率、持续时间和保持情况。结果表明，LU和CI条件在教授听众反应方面都有效，并且比PC程序更有效。此外，在听众反应的习得方面，LU指导不一定比CI条件更有效。结果表明，纠正程序对于技能的习得和保持可能是必要且充分的。
