Mosk M D, Bucher B
J Appl Behav Anal. 1984 Spring;17(1):23-34. doi: 10.1901/jaba.1984.17-23.
Stimulus shaping appears to be a highly successful way to teach discrimination skills. In stimulus shaping, the topographical configuration of the stimuli is gradually changed over trials so that discrimination is at first easy, and then gradually more difficult. Stimulus shaping procedures might also be effective for training visual-motor tasks. Two experiments were conducted to assess the relative effectiveness of stimulus shaping and "traditional" prompting procedures. Pegboard skills were trained in Experiment 1. In Experiment 2 a self-care skill was trained, in which children learned to hang a toothbrush or a washcloth on a specific hook. Six low-functioning retarded children were studied in each experiment, using a within-subject alternating treatments design. Each participant received concurrent training on two related tasks, using stimulus shaping for one and a standard prompting procedure for the other. Training with the stimulus shaping procedure required less training time to criterion, always resulted in fewer errors, always required fewer and less intrusive therapist's prompts, and always resulted in greater density of reinforcement. These results demonstrate the value of stimulus shaping strategies for training visual-motor skills.
刺激塑造似乎是一种教授辨别技能的非常成功的方法。在刺激塑造中，刺激的地形配置在试验过程中逐渐改变，以便辨别起初容易，然后逐渐变得更难。刺激塑造程序可能对训练视觉运动任务也有效。进行了两项实验来评估刺激塑造和“传统”提示程序的相对有效性。在实验1中训练了插板技能。在实验2中训练了一项自我护理技能，即儿童学会将牙刷或毛巾挂在特定的钩子上。每个实验中研究了六名低功能智障儿童，采用受试者内交替治疗设计。每个参与者在两项相关任务上接受同时训练，一项使用刺激塑造，另一项使用标准提示程序。使用刺激塑造程序进行训练达到标准所需的训练时间更少，总是导致错误更少，总是需要更少且干扰性更小的治疗师提示，并且总是导致更高的强化密度。这些结果证明了刺激塑造策略在训练视觉运动技能方面的价值。
