STIMULUS OVERSELECTIVITY AND RESTRICTED STIMULUS CONTROL

刺激过度选择性，也被称为限制性刺激控制，是一个广泛承认的问题，在个人的教育与发展障碍。过度选择性指的是在范围、广度或刺激或刺激特征的数量方面受到限制的学习。该项目将继续进行影响过度选择性的变量的研究，并通过多种或多元素刺激来发展刺激控制。虽然尚未出现解决这一问题的普遍适用的程序，但我们迄今取得的进展为这一努力奠定了基础。在当前的资助期内进行的研究提供了令人信服的证据，证明过度选择性（1）容易受到强化偶然事件的操纵，（2）可能与观察行为的缺陷直接相关，（3）可以通过控制观察行为的干预措施大大减少。该项目通过制定普遍有效的扩大刺激控制的程序，为整个计划项目的努力做出贡献。本研究的目标是：（1）研究可能影响刺激过度选择性行为的环境变量，包括过去研究中很少研究的强化变量;（2）开发有效的补救程序，减少或消除过度选择性。具体方法包括：刺激控制对有效观察的影响、操纵刺激情境以促进更有效观察、操纵刺激情境以促进更有效观察、教被试做出引导有效观察的外显反应、教被试做出引导有效观察的外显反应。这些研究的结果预计不仅将推进对过度选择性的科学理解，而且还将建立在临床和教育补救工作中有用的方法。

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.