STIMULUS OVERSELECTIVITY AND RESTRICTED STIMULUS CONTROL

刺激过度选择性，也被称为限制性刺激控制，是发育障碍个体教育中一个公认的问题。过度选择性是指在刺激或刺激特征的范围、广度或数量方面受到非典型限制的学习。该项目将继续对影响过度选择性和通过多个或多元素刺激控制刺激发展的变量进行正在进行的研究。虽然尚未出现解决这一问题的普遍适用程序，但我们迄今取得的进展已为这一努力奠定了基础。当前赠款期间的研究提供了令人信服的证据，表明过度选择(1)可能受到增援意外事件的操纵，(2)可能与观察行为的缺陷直接相关，(3)控制观察行为的干预措施可以大大减少过度选择。该项目通过开发普遍有效的程序来扩大刺激控制，从而为整个方案项目的努力做出了贡献。这项研究的目标是：(1)调查可能影响刺激过度选择性的行为方面的环境变量，包括过去研究中很少研究的强化变量；(2)开发减少或消除过度选择性的有效补救程序。方法包括有效观察的刺激控制形成，操纵刺激情境以促进更有效的观察，操纵刺激情境以促进更有效的观察，教参与者做出明确的反应来指导有效的观察，以及教参与者做出明确的反应来指导有效的观察。这些研究的结果不仅有望促进对过度选择性的科学理解，而且还将建立有助于临床和教育补救工作的方法学。

Stimulus overselectivity, also known as restricted stimulus control, is a widely acknowledged problem in the education of individuals with developmental disabilities. Overselectivity refers to learning that is atypically limited with respect to range, breadth, or number of stimuli or stimulus features. This project will continue ongoing studies of variables that affect overselectivity and the development of stimulus control by multiple or multi-element stimuli. While no generally applicable procedures for solving the problem have yet emerged, our progress thus far has set the stage for such an effort. Research during the current grant period provides compelling evidence that overselectivity (1) is open to manipulation by reinforcement contingencies, (2) may be directly related to deficiencies in observing behavior, and (3) can be greatly reduced by interventions that control observing behavior. The project contributes to the overall program project effort by developing generally effective procedures for broadening stimulus control. The goals of the proposed research are: (1) To investigate environmental variables that may affect the behavioral aspects of stimulus overselectivity, including reinforcement variables that have been little studied in past research; (2) to develop effective remedial procedures that reduce or eliminate overselectivity. Approaches include stimulus control shaping of effective observing, manipulating stimulus context to promote more effective observing, manipulating stimulus context to promote more effective observing, and teaching participants to make explicit responses that guide effective observing, and teaching participants to make explicit responses that guide effective observing. Results of these studies are expected to advance not only scientific understanding of overselectivity, but also to establish methodology that will be useful in clinical and educational remediation efforts.