用最简单的指令推导多层次复杂关系:演示

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Jessica L. Paranczak, Joseph M. Lambert, Jennifer R. Ledford, Bailey A. Copeland, M. Janey Macdonald
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引用次数: 0

摘要

关于实现通用教学成果的建议往往忽视了大多数有语言能力的人的生成性学习能力。四名儿童(5-8 岁)参与了本项目。在研究 1 中,我们提供了非情境化的离散试验教学,在颜色、人物图片和研究人员的动作之间建立任意关系。所有参与者都做出了衍生反应,提供了关系框架的证据。随后,我们证明,在没有额外指导的情况下,这些衍生反应有助于在有效的社会情境(即糖果乐园游戏)中采取有效的行动。研究 2 通过教授对立框架扩展了演示。在教学之后,所有参与者都做出了新颖的、与情境相适应的反应,这就需要在未经训练的刺激之间推导出协调和对立的关系。这一结果表明,在教授简单关系时,学习者可以学习到复杂程度更高的关系(即关系网络),从而证明了非情境化离散试验教学可以带来社会效益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Deriving relations at multiple levels of complexity following minimal instruction: A demonstration

Deriving relations at multiple levels of complexity following minimal instruction: A demonstration

Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning for most verbally competent humans. Four children (ages 5–8) participated in this project. In Study 1, we provided decontextualized discrete trial teaching to establish arbitrary relations between colors, pictures of characters, and researcher motor actions. All participants engaged in derivative responding, providing evidence of relational framing. Subsequently, we demonstrated that, with no additional instruction, these derivatives contributed to effective action within a socially valid context (i.e., Candyland gameplay). Study 2 extended the demonstration by teaching frames of opposition. Following teaching, all participants engaged in novel and contextually appropriate responding that entailed the derivation of both coordination and opposition between untrained stimuli. This outcome demonstrates how teaching simple relations can result in learning that manifests at higher levels of complexity (i.e., relational networking), providing some evidence that there can be socially valid benefits to decontextualized discrete trial instruction.

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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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