Day H M
Am J Ment Defic. 1987 Jan;91(4):366-72.
Six profoundly mentally retarded subjects were taught two tasks of comparable difficulty using different prompting procedures: an antecedent procedure, where the trainer prompted the learner prior to the subject's response and gradually faded the prompt on subsequent trials, approximating an errorless learning model, and a consequent procedure, where the trainer prompted the learner after an error response and gradually faded the prompt on subsequent corrections. Results show that greater gains were made with the antecedent prompting procedure compared to the consequent prompting procedure.
一种是先行程序，即训练者在受试者做出反应之前提示学习者，并在随后的试验中逐渐减少提示，近似于无错误学习模型；另一种是后续程序，即训练者在错误反应后提示学习者，并在随后的纠正中逐渐减少提示。结果表明，与后续提示程序相比，先行提示程序取得了更大的进步。
