Lancioni G E, Smeets P M, Oliva D S
Appl Res Ment Retard. 1984;5(1):107-23. doi: 10.1016/s0270-3092(84)80024-7.
The present study investigated the feasibility of teaching three low-functioning (one sighted and two blind) adolescents a large repertoire of instruction-following responses. Three-dimensional cues, that is, dolls and small copies of objects, were used to convey the instructions. Training was structured in a stepwise fashion. Initially, the subjects were taught to take full-size objects in response to the experimenter presenting small copies of such objects. Then, they were trained to assume body positions represented through dolls. Subsequently, they were trained to assume body positions in relation with objects (represented through dolls and small copies of objects). Finally, they were trained to perform activities each of which was represented through two dolls in relation with small copies of objects. All subjects learned successfully. Generalization responding was observed at each stage of the program.
本研究调查了教三名低功能青少年（一名视力正常和两名失明）大量遵循指令反应的可行性。使用三维线索，即玩偶和物体的小复制品来传达指令。训练以循序渐进的方式进行。最初，教导受试者在实验者展示此类物体的小复制品时拿起全尺寸物体。然后，训练他们摆出通过玩偶呈现的身体姿势。随后，训练他们摆出与物体（通过玩偶和物体的小复制品呈现）相关的身体姿势。最后，训练他们执行每项由两个与物体小复制品相关的玩偶所代表的活动。所有受试者均成功学会。在该项目的每个阶段都观察到了泛化反应。
