在儿童的转换范式下,在关系式响应中进行口头细分和多对训练
Isiris Guzmán-Reyes1, Iván Felipe Medina-Arboleda2, Joao Santibáñez-Armenta1
1Universidad Veracruzana, Biomedical Research Center, Comparative Psychology Lab (LabPsiCom), Mexico.
Behavioural processes
|September 18, 2025
概括
传统一致的口语段 (VS) 促进了儿童的转换反应,特别是在多样化的训练下. 不一致的语言段干扰学习,而一致的语言段提高了表现,无论训练的复杂性如何.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 语言段 (VS) 可以帮助各种测试中的转换反应.
- 之前的研究缺乏对有限的VS使用和刺激冗余性的系统评估.
- VS和刺激特性之间的一致性可能会影响VS的功能.
研究的目的:
- 为了比较传统一致 (CC),非常规一致 (UC) 和非常规不一致 (UI) 语言段的有效性.
- 调查1对3实例对对训练对转化任务的影响.
- 测试VS-刺激一致性影响VS功能性的假设.
主要方法:
- 56名儿童 (8-9岁) 参与了一项计算机化转换任务.
- 刺激的尺寸各不相同,进行了近距离和远距离测试.
- 在1和3个实例对训练条件中使用了三种类型的口头段 (CC,UC,UI).
主要成果:
- 只有在训练中使用了多个刺激对时,CC口语段才是促进者.
- 用户界面的语言段干扰了任务,严重阻碍了3个实例对的关系式响应.
- 接受CC培训的参与者始终优于接受UC培训的参与者,无论培训对的数量如何.
结论:
- 在建立转换反应时,口头段的相关性取决于它们的一致性和训练可变性.
- 一致的语言段落,特别是传统一致的段落,是转换学习的更有效的促进者.
- 用各种刺激和一致的语言线索进行训练对于增强儿童的关系反应至关重要.
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