Joseph B, Overmier J B, Thompson T
University of Minnesota, Minneapolis, USA.
Am J Ment Retard. 1997 Jan;101(4):374-86.
Adults with Prader-Willi syndrome learned the conditional relations necessary for the formation of two equivalence classes under four conditions: (a) nondifferential, nonedible outcomes; (b) nondifferential, edible outcomes; (c) differential, nonedible outcomes; and (d) differential, edible outcomes. Tests for transitive relations revealed superior performance when the two differential outcomes procedures, in which a distinct reinforcer was associated with each stimulus set, were used during teaching. Performance on test trials following nondifferential outcomes training was better when edible outcomes were used during teaching for 4 of the 5 participants. An enhancement of performance on the derived relations separated by two or three nodal stimuli was seen when a differential outcomes procedure was used to teach the baseline conditional relations.
患有普拉德-威利综合征的成年人在四种条件下学习形成两个等价类所需的条件关系：(a) 无差别、不可食用的结果；(b) 无差别、可食用的结果；(c) 有差别、不可食用的结果；以及 (d) 有差别、可食用的结果。传递关系测试表明，在教学过程中使用两种有差别结果程序（其中每个刺激集都与一个独特的强化物相关联）时，表现更优。对于5名参与者中的4名，当在教学中使用可食用结果时，无差别结果训练后的测试试验表现更好。当使用有差别结果程序来教授基线条件关系时，在由两个或三个节点刺激分隔的派生关系上的表现得到了增强。
