Sequence learning in individuals with behavioural limitations.
Sequence learning in individuals with behavioural limitations.
复制标题
有行为限制的个体的序列学习。
DOI：
10.1111/j.1365-2788.1993.tb01282.x
复制
发表时间：
1993
期刊：
影响因子：
--
通讯作者：
Stoddard,LT
中科院分区：
文献类型：
--
作者：
Stromer,R;Mackay,HA;Cohen,M;Stoddard,LT
两名智障成年人和一名能力正常的学龄前儿童在接受训练后，按照实验者指定的顺序接触五种身体上不同且不具代表性的形式(表示为A1→A2→A3→A4→A5)，然后评估他们产生的序列。检测了10个组成的两项序列(例如，A→A2、A2→A3、Al→A3和A2→A4)的性能。探测数据与明确训练的五项序列表现基本一致，表明刺激关系的形成基于相对位置，而不是机械的刺激-反应链。用第二个五项序列(B1、→、B2、→、B3、→、B4、→、B5)重复程序和结果。两组刺激的混合呈现为两个项探针(例如，A2→B4和B2→A4；与所有三个对象)或五个项探针(例如，Al→B2→A3→B4→A5；与两个成年对象)的试验也对受试者×表现进行了评估。同样，受试者的表现与他们的基线训练是一致的。混合探针数据扩展了先前对序列产生的研究，并表明形成了几类相互替代的序列刺激。总体研究结果强调了经验变量在发育受限个体的顺序关系形成中的重要性。
The production of sequences by two mentally retarded adults and a normally capable preschooler was assessed after each was trained to touch five physically dissimilar and nonrepresentative forms in an experimenter‐specified order (denoted A1→A2→A3→A4→A5). Performance on the 10 constituent two‐term sequences was examined (e.g, A→A2, A2→A3, Al→A3 and A2→A4). The probe data were largely consistent with the five‐term sequence performance trained explicitly and suggest the formation of stimulus relations based on relative position rather than a rote stimulus‐response chain. The procedures and results were replicated with a second five‐term sequence (B1→B2→B3→B4→B5). The subjects× performances were also assessed on trials in which mixtures of the two sets of stimuli were presented as either two‐term probes (e.g. A2→B4 and B2→A4; with all three subjects) or five‐term probes (e.g. Al→B2→A3→B4→A5; with the two adult subjects). Again, the subjects' performances were consistent with their baseline training. The mixed‐probe data extend prior research on sequence production and suggest the formation of classes of mutually substitutable sequence stimuli. The overall findings highlight the importance of experiential variables in the formation of ordinal relations in developmentally limited individuals.