Schenk J J
Department of Psychology, Leiden University, The Netherlands.
Q J Exp Psychol B. 1993 Nov;46(4):345-65.
This study reports two experiments that first taught preschool children identity-matching to compound sample and compound comparison stimuli. A compound stimulus consisted of a colour and a form superimposed on one another. Test sessions assessed whether children related the form and colour elements of a particular compound stimulus. The test for this was matching to sample in which an arbitrary conditional discrimination was required. A majority of the children selected the correct colour comparison in the presence of each form sample. The children also showed the reverse sample-comparison relations: they matched form comparisons to the corresponding colour samples, respectively. In the context of these arbitrary relations, new colours were paired with the form elements of the samples (Experiment 1), and new form elements were paired with the colour elements of the comparisons (Experiment 2). Subsequent tests assessed whether the new stimulus elements had control over responding when presented as single samples or comparisons. Test results showed that most subjects were able to relate the new stimulus elements to the corresponding colour and form elements, respectively. The study demonstrated that matching to compound stimuli in training and testing conditions may generate conditional relations between the individual stimulus elements.
本研究报告了两项实验，首先教学龄前儿童对复合样本和复合比较刺激进行身份匹配。复合刺激由一种颜色和一种形状叠加而成。测试环节评估儿童是否能将特定复合刺激的形状和颜色元素联系起来。对此的测试是样本匹配，其中需要进行任意条件辨别。大多数儿童在每个形状样本出现时都选择了正确的颜色比较项。儿童还表现出反向的样本 - 比较关系：他们分别将形状比较项与相应的颜色样本进行匹配。在这些任意关系的背景下，新颜色与样本的形状元素配对（实验1），新形状元素与比较项的颜色元素配对（实验2）。随后的测试评估当新刺激元素作为单个样本或比较项呈现时，它们是否能控制反应。测试结果表明，大多数受试者能够分别将新刺激元素与相应的颜色和形状元素联系起来。该研究表明，在训练和测试条件下对复合刺激进行匹配可能会在各个刺激元素之间产生条件关系。
