ORDINAL RELATIONS AND TRANSITIVITY IN MENTAL RETARDATION

这项修订后的提案要求支持一项为期三年的刺激计划研究 智力落后个体的控制力和传递过程 辨别学习。该项目旨在澄清学习过程 涉及由顺序刺激定义的刺激类别的形成 关系(即，序列类)。几种培训方式的比较 方法将识别导致获取 顺序关系也是可传递的。我们主要关心的是 确定新的顺序关系是否会在不经过直接训练的情况下出现 通过序列类成员之间的传递关系。我们希望能展现出 在适当的学习历史下，传递性的表现是 明显表现在发育水平远远低于 一般认为。我们还希望证明行为上的 要调查的过程在形式上类似，并与 那些参与获得基本的学术行为的人，例如 算术和金钱技能。因此，我们的研究可能会 为不断发展的教育弱智人士的技术做出贡献 以及其他有特殊教育需求的人。

This revised proposal requests support for a three-year study of stimulus control and transitive processes in mentally retarded individuals' discrimination learning. The project seeks to clarify learning processes involved in the formation of stimulus classes defined by ordinal stimulus relations (i.e., sequence classes). Comparisons of several training methods will identify behavioral histories that lead to acquisition of ordinal relations that are also transitive. Our primary concern is to determine whether new ordinal relations will emerge without direct training via transitive relations among sequence-class members. We expect to show that, given appropriate learning histories, transitive performances are demonstrable in persons functioning at much lower developmental levels than generally thought. We also expect to demonstrate that the behavioral processes to be investigated are formally similar and highly relevant to those involved in acquisition of rudimentary academic behaviors, such as arithmetic and money skills. Our research is likely, therefore, to contribute to a growing technology for teaching mentally retarded people and others with special instructional needs.