Frisch S A, Schumaker J B
J Appl Behav Anal. 1974 Winter;7(4):611-21. doi: 10.1901/jaba.1974.7-611.
THREE RETARDED CHILDREN WERE TRAINED, USING PROMPTING AND REINFORCEMENT PROCEDURES, TO RESPOND CORRECTLY TO THREE CATEGORIES OF PREPOSITIONAL REQUESTS: "put the-next to the-", "put the-under the-", and "put the-on top of the-". Training sessions were alternated with probe sessions throughout the study. During training, a child was trained to respond to one request (e.g., "put the doll next to the cup"); during probing, the child was tested for generalization of this training to untrained requests. Responses to untrained requests were never prompted nor reinforced. The results showed that, as requests from one category were trained, the children's responses to the untrained requests of that category became increasingly correct. As discriminations among two or more categories were trained, the children's responses to the untrained requests of those categories also became increasingly correct. Thus, the methods employed appear to be successful in training generalized receptive discrimination among prepositional categories and possibly can be utilized in training other generalized receptive language skills.
三名智力发育迟缓儿童接受了训练，运用提示和强化程序，使其对三类介词性要求做出正确反应：“把……放在……旁边”、“把……放在……下面”以及“把……放在……上面”。在整个研究过程中，训练课程与测试课程交替进行。在训练期间，一名儿童接受针对一项要求（例如，“把娃娃放在杯子旁边”）的训练；在测试期间，测试该儿童将此训练泛化到未训练要求的能力。对未训练要求的反应从未得到提示或强化。结果表明，随着对某一类要求进行训练，儿童对该类未训练要求的反应越来越正确。随着对两类或更多类之间差异的训练，儿童对那些类未训练要求的反应也越来越正确。因此，所采用的方法似乎成功地训练了介词类之间的泛化接受性辨别能力，并且可能可用于训练其他泛化接受性语言技能。
