Stokes T F, Doud C L, Rowbury T G, Baer C M
J Abnorm Child Psychol. 1978 Jun;6(2):203-9. doi: 10.1007/BF00919125.
Two 5-year-old deviant preschoolers taught each other, as peer-tutors, to identify pictorial figures describing prepositional relationships. During training sessions monitored by the experimenter, the child in the peer-tutor role presented stimulus materials and provided consequences for the responses of the child in the tutee role. An assessment of generalization by each child to an academic classroom setting occurred each day. The data showed that the peer-tutor could facilitate generalization, when the tutee was probed in the peer-tutor's presence. However, it was found that the salience of the peer-tutor's presence was critical to this effect. In particular, when the peer presented the stimuli or offered occasional consequences for some correct responses, generalization was greatly enhanced.
两名5岁的异常学龄前儿童作为同伴辅导者，互相学习识别描述介词关系的图片。在实验者监督的训练过程中，担任同伴辅导者角色的儿童展示刺激材料，并对被辅导儿童的反应给予相应结果。每天都会对每个儿童在学术课堂环境中的泛化能力进行评估。数据表明，当在同伴辅导者在场的情况下对被辅导儿童进行测试时，同伴辅导者能够促进泛化。然而，发现同伴辅导者在场的显著性对这种效果至关重要。特别是，当同伴呈现刺激物或对一些正确反应偶尔给予相应结果时，泛化能力会大大提高。
