反应与试验重复对学习障碍学生视觉词汇训练的影响。
Effects of response and trial repetition on sight-word training for students with learning disabilities.
作者信息
Belfiore P J, Skinner C H, Ferkis M A
机构信息
Mercyhurst College, Division of Education, Erie, Pennsylvania 16546, USA.
出版信息
J Appl Behav Anal. 1995 Fall;28(3):347-8. doi: 10.1901/jaba.1995.28-347.
Alternating treatments designs were used to compare the effects of trial repetition (one response within five trials per word) versus response repetition (five response repetitions within one trial per word) on sight-word acquisition for 3 elementary students diagnosed with specific learning disabilities in reading. Although both interventions occasioned the same number of accurate responses per word during training, the trial-repetition condition, which involved complete antecedent-response-feedback sequences, resulted in more words mastered for all 3 students.
交替治疗设计用于比较试验重复（每个单词在五次试验中有一次反应）与反应重复（每个单词在一次试验中有五次反应重复）对三名被诊断为阅读方面有特定学习障碍的小学生视觉单词习得的影响。尽管在训练期间两种干预方式每个单词产生的准确反应数量相同，但涉及完整的先行-反应-反馈序列的试验重复条件使所有三名学生掌握的单词更多。
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