RESEARCH PROGRAM ON RETARDED INTELLECTUAL DEVELOPMENT

该研究计划侧重于行为和生物行为调查。 精神发育迟滞和智力发展。最基本的问题 被调查的是学习及其促进的一般领域。终极的 目标是确定和制定战略和程序，以加强 使智障人士适应正常的生活环境。相关的目标 就是为认知的理论和数据体系做出贡献， 学习和人的发展，特别是关于 个体差异。该计划被组织成三个实验室或 研究小组：认知过程、比较发展和实验 分析。遵循了各种各样的研究策略，包括基本的 实验室实验、自然环境下的观测研究、干预 或培训程序、纵向调查和单一对象 实验。调查的对象是高危和正常的智障婴儿。 所有职能级别的人、同龄人和智障儿童的父母，以及 啮齿动物。调查的具体主题是：信息处理能力 在正常和弱智个体中，语义记忆的组织，模式 婴儿与父母之间的互动，发育迟缓和正常之间的社交互动 儿童发展中的辨别性和维持性刺激分析 训练方法的反常和社会反应、转移或推广 用于教授积极的社会行为，接受和富有成效的语言， 模仿学习、建立基本刺激控制、产前效果 对行为和身体发育的压力。

This research program focuses upon behavioral and biobehavioral investigations of mental retardation and intellectual development. The basic problem investigated is the general area of learning and its facilitation. The ultimate objective is to identify and develop strategies and procedures for enhancing the adaptation of retarded persons to normal living circumstances. A related goal is to contribute to theories and the body of data concerning cognition, learning, and human development, with particular reference to the role of individual differences. The program is organized into three laboratories or research groups: Cognitive Processes, Comparative Development, and Experimental Analysis. A wide variety of research strategies is followed including basic laboratory experiments, observational studies in natural contexts, intervention or training procedures, longitudinal investigations, and single-subject experiments. Subjects for investigation are at-risk and normal babies, retarded people at all functional levels, peers and parents of retarded children, and rodents. Specific topics investigated are: Information processing capabilities among normal and retarded individuals, organization of semantic memory, patterns of infant-parent interactions, social interactions among retarded and normally developing children, analysis of discriminative and maintaining stimuli for aberrant and social responding, transfer or generalization of training, methods for teaching positive social behaviors, receptive and productive language, imitation learning, establishment of basic stimulus control, effects of prenatal stress on behavioral and physical development.