Litrownik A J, Franzini L R, Turner G L
Am J Ment Defic. 1976 May;80(6):620-8.
A four-factor repeated measures design was established in order to determine (a) whether or not TMR children could acquire a novel rule-governed concept via modeling and (b) the effects of type of modeling demonstration, verbal rule provision, and observer gender on concept matching and transfer by TMR children. Twenty-four male and 24 female TMR children (mean IQ=44 and mean MA=5.67 years) were divided into four groups each equated by stratified assignment on IQ and MA. One male and one female group were randomly selected to observe a live female model present (a) massed-demonstration trials while verbalizing the concept, (b) massed trials without the concept being verbalized, (c) distributed-demonstration trials with the conceptual verbalization, and (d) distributed trials without conceptual verbalization. Subjects were then presented with three transfer tasks, each subsequently requiring a greater degree of generalization from the demonstration task. It was found that TMR children could acquire and transfer the complex concept via modeling. Distributed demonstrations yielded better initial response matching, while massed demonstrations led to better transfer. Rule provision facilitated transfer for massed-demonstration groups and facilitated matching for the male distributed-trials groups.
（a）中度智力迟钝（TMR）儿童是否能够通过模仿习得一种新的规则支配概念；以及（b）模仿示范类型、言语规则提供和观察者性别对TMR儿童概念匹配和迁移的影响，建立了一个四因素重复测量设计。24名男性和24名女性TMR儿童（平均智商=44，平均心理年龄=5.67岁）被分为四组，每组通过智商和心理年龄的分层分配达到均衡。随机选择一组男性和一组女性观察一名现场女性模型进行：（a）集中示范试验并同时说出概念；（b）集中试验但不说出概念；（c）分散示范试验并进行概念言语表达；以及（d）分散试验但不进行概念言语表达。然后让受试者完成三项迁移任务，每项任务随后都要求从示范任务进行更大程度的泛化。结果发现，TMR儿童能够通过模仿习得并迁移复杂概念。分散示范产生了更好的初始反应匹配，而集中示范导致了更好的迁移。规则提供促进了集中示范组的迁移，并促进了男性分散试验组的匹配。
