Murphy G
J Autism Dev Disord. 1982 Sep;12(3):265-78. doi: 10.1007/BF01531372.
Sensory reinforcement was first studied by learning theorists working with animals in the 1950s. Attempts to examine the phenomenon with children followed in the 1960s, and the studies demonstrated that sensory stimuli could act like any other reinforcers with normal young children. Similar work with the autistic and mentally handicapped child arose in relation to both the study of receptor development and more treatment-oriented research. It now seems that even profoundly handicapped children can learn to operate simple levers when reinforced by sensory stimuli, and some handicapped children have learned quite complex skills through sensory reinforcement. There also appears to be a close relationship between stereotyped behavior and sensory reinforcement. The clinical implications of the studies reviewed are discussed.
20世纪50年代，学习理论家们首次在动物身上研究了感觉强化。20世纪60年代，人们尝试对儿童进行该现象的研究，这些研究表明，感觉刺激对正常幼儿的作用与其他任何强化物相同。针对自闭症和智力障碍儿童的类似研究，既涉及感受器发育的研究，也涉及更多以治疗为导向的研究。现在看来，即使是严重残疾的儿童，在感觉刺激的强化下也能学会操作简单的杠杆，一些残疾儿童通过感觉强化学会了相当复杂的技能。刻板行为与感觉强化之间似乎也存在密切关系。本文讨论了所综述研究的临床意义。
