Walls R T, Haught P, Dowler D L
Am J Ment Defic. 1982 Nov;87(3):309-15.
Twenty vocational rehabilitation clients, divided into two aptitude groups, were trained to assemble three different 10-part apparatuses (lawn mower engine, electric drill, and bicycle brake) using three progressive prompt delay intervals (1, 3, and 5 seconds). The experimenter modeled selection and placement of each part on Trial 1 (0-second delay). On Trial 2, the modeling prompt was delayed 1, 3, or 5 seconds. On subsequent trials, a correct response increased the delay interval while an incorrect response shortened the delay interval. The 1-second delay condition produced fewest errors, most trials with no errors, and earliest acquisition. The patterns of the "moments of transfer" (shift from prompt dependent to independent responding) were similar for the high- and low-aptitude groups.
20名职业康复客户被分为两个能力组，他们接受训练，使用三种渐进式提示延迟间隔（1秒、3秒和5秒）来组装三种不同的由10个部件组成的器械（割草机发动机、电钻和自行车刹车）。实验者在第1次试验（0秒延迟）时示范每个部件的选择和放置。在第2次试验时，示范提示延迟1秒、3秒或5秒。在随后的试验中，正确反应会增加延迟间隔，而错误反应会缩短延迟间隔。1秒延迟条件下产生的错误最少，无错误的试验最多，并且习得最早。高能力组和低能力组的“转移时刻”（从依赖提示到独立反应的转变）模式相似。
