Zawlocki R J, Walls R T
Am J Ment Defic. 1983 Jan;87(4):462-4.
Mentally retarded adults were presented with size and number discriminations using four stimulus conditions. In Condition 1, the S+ circles faded from large (Size 10) to smaller (Size 6) while the S- circles remained at Size 5 and number of circles varied randomly. In Condition 2, the S- squares faded in number from 1 to 5 while the S+ squares remained at Number 6, and size varied randomly. In Condition 3, simultaneous fading of the S+ and S- triangles occurred on size for 6 subjects and on number for the other 6. In Condition 4, fading did not occur on the S+ or S- hexagons. Each of the fading procedures (Conditions 1, 2, and 3) produced fewer errors on all 80 trials than did the no-fading control condition but did not differ significantly among themselves. These same results generally occurred for fading and test trials. Although fading has been used successfully to teach a variety of skills, systematic analyses of fading procedures clearly delineating component stimulus operations have been neglected.
使用四种刺激条件对成年智障者进行大小和数量辨别测试。在条件1中，S+圆圈从大（尺寸10）逐渐变小（尺寸6），而S-圆圈保持在尺寸5，圆圈数量随机变化。在条件2中，S-方块数量从1逐渐增加到5，而S+方块保持在数量6，尺寸随机变化。在条件3中，6名受试者的S+和S-三角形在大小上同时渐变，另外6名受试者的S+和S-三角形在数量上同时渐变。在条件4中，S+或S-六边形没有出现渐变。与无渐变的对照条件相比，所有80次试验中，每种渐变程序（条件1、2和3）产生的错误都更少，但它们之间没有显著差异。这些相同的结果在渐变试验和测试试验中普遍出现。尽管渐变已成功用于教授各种技能，但对渐变程序进行系统分析以明确界定组成刺激操作的研究却被忽视了。
