POSITIVE AND NEGATIVE STIMULUS RELATIONS IN SEVERELY RETARDED INDIVIDUALS CONDITIONAL DISCRIMINATION
POSITIVE AND NEGATIVE STIMULUS RELATIONS IN SEVERELY RETARDED INDIVIDUALS CONDITIONAL DISCRIMINATION
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DOI：
10.1016/0270-4684(84)90003-x
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发表时间：
1984-01-01
期刊：
影响因子：
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通讯作者：
STODDARD, LT
中科院分区：
文献类型：
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作者：
MCILVANE, WJ;WITHSTANDLEY, JK;STODDARD, LT
四个低功能弱智受试者学习条件歧视的表现，在2比较的视觉和视觉视觉身份匹配到样本的范例。听觉刺激是口头食物名称，视觉刺激是食物项目。还通过刺激塑造程序教导受试者执行听觉-视觉任务的一种变体，其中每次试验仅显示1个比较：如果显示了正确的比较，则选择它;如果显示了正确的比较，则选择它。不正确的，选择空白替代方案。在该程序之后，受试者根据样本与正确比较（正关系）或样本与不正确比较（负关系）之间的关系进行了正确视觉条件判别。在没有进一步培训的情况下，以单一比较格式进行的其他测试评估了受试者是否会表现出积极和消极的关系：在具有2-比较历史的食物的视觉-视觉表现中，但没有用于刺激塑造;以及在视觉-视觉身份表现中。所有受试者都被证明有能力进行这种表演。结果表明，收购的积极和消极的条件关系可能会发生时，发育受限的个人进行训练与匹配的样本程序。这一结果可能是相关的设计补救沟通方案，为这一人群，特别是那些广义的是-否的概念。
Four low-functioning mentally retarded subjects learned conditional discrimination performances in 2-comparison auditory-visual and visual-visual identity matching-to-sample paradigms. Auditory stimuli were spoken food names and visual stimuli were food items. The subjects were also taught, by means of a stimulus shaping program, to perform a variant of the auditory-visual task in which only 1 comparison was displayed on each trial: if the correct one was displayed, to select it; if an incorrect one, to select a blank alternative. Following the program, subjects performed auditory-visual conditional discriminations on the basis of relations between either the sample and the correct comparison (positive relations) or the sample and the incorrect comparison (negative relations). Additional tests, conducted in the single comparison format without further training, evaluated whether subjects would demonstrate positive and negative relations: in auditory-visual performances with foods that had a 2-comparison history, but had not been used in stimulus shaping; and in visual-visual identity performances. All subjects proved capable of such performances. The results suggested that acquisition of both positive and negative conditional relations may occur when developmentally-limited individuals are trained with matching-to-sample procedures. This outcome may be relevant to designing remedial communication programs for this population, especially those concerning generalized Yes-No concepts.