Zhi Hui, Fienup Daniel M, Greer R Douglas, Henderson Sydney S
Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, Box 223, New York, NY 10027 USA.
Behav Anal Pract. 2023 Apr 24;16(4):1-13. doi: 10.1007/s40617-023-00793-1.
We conducted a systematic replication of Kodak et al.'s (1), 265-283 (2020) and Vladescu et al.'s (1), 193-197 (2021) experiments on the effects of stimulus set sizes on skill acquisition. The researchers manipulated the stimulus set sizes by teaching 3, 6, and 12 sight words simultaneously during learn unit instruction. Researchers taught participants until the participant's responding reached the acquisition criterion for 12 different sight words per set size condition. The acquisition criterion was set for an individual operant, whereby when accuracy met criterion for a single sight word, that sight word was replaced in the following session. The results showed that the set-size-3 was more efficient in producing criterion-level responding during acquisition than the set-size-6, and -12, which was consistent with Vladescu et al.'s findings. However, the set-size-12 reliably produced the highest maintenance levels for all participants. The definition of "effectiveness" based on acquisition or maintenance was discussed.
我们对柯达等人（《实验》，第265 - 283页，2020年）以及弗拉德埃斯库等人（《实验》，第193 - 197页，2021年）关于刺激集大小对技能习得影响的实验进行了系统复制。研究人员在学习单元教学期间，通过同时教授3个、6个和12个视觉词来操纵刺激集大小。研究人员对参与者进行教学，直到参与者的反应在每种刺激集大小条件下达到12个不同视觉词的习得标准。习得标准是针对单个操作性行为设定的，即当一个视觉词的准确率达到标准时，该视觉词会在接下来的课程中被替换。结果表明，在习得过程中，3个刺激集大小在产生标准水平反应方面比6个和12个刺激集大小更有效，这与弗拉德埃斯库等人的研究结果一致。然而，12个刺激集大小对所有参与者来说都可靠地产生了最高的保持水平。基于习得或保持的“有效性”定义也进行了讨论。
