Jackson D A, Wallace R F
J Appl Behav Anal. 1974 Fall;7(3):461-71. doi: 10.1901/jaba.1974.7-461.
A fifteen-year-old severely disturbed girl was treated for aphonia. Because of the extent of her withdrawal, the subject was conditioned in a laboratory setting and received tokens for speaking loudly enough to operate a voice-operated relay. Conditioning at first consisted of saying 100 monosyllabic words, with the possibility of reinforcement on each word. Later, the subject was required to say a polysyllabic word, and finally, five or six words per token. The subject was shaped to speak with normal loudness in the laboratory, and generalization to a reading situation in the laboratory was measured and observed to occur, at first for a few minutes, and later for a longer period. Generalization to a reading situation in the classroom did not occur, but the subject's voice loudness also increased in the classroom when several new reinforcement contingencies were put into effect there.
一名15岁的严重精神紊乱女孩因失音接受治疗。鉴于她退缩的程度，该患者在实验室环境中接受训练，并因大声说话足以操作声控继电器而获得代币。起初的训练是说出100个单音节词，每个词都有可能得到强化。后来，要求该患者说出一个多音节词，最后，每个代币对应五六个词。该患者在实验室中被训练成以正常音量说话，并对实验室中的阅读情境进行泛化测量，观察到泛化首先出现了几分钟，后来持续了更长时间。在课堂阅读情境中并未出现泛化，但当在课堂上实施了几种新的强化条件时，该患者在课堂上的声音音量也有所增加。
