文章基本信息

标题：FURTHER ANALYSIS OF PICTURE INTERFERENCE WHEN TEACHING WORD RECOGNITION TO CHILDREN WITH AUTISM
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作者：Laura Harper Dittlinger ; Dorothea C Lerman
期刊名称：Journal of Applied Behavior Analysis
印刷版ISSN：0021-8855
电子版ISSN：1938-3703
出版年度：2011
卷号：44
期号：2
页码：341-349
DOI：10.1901/jaba.2011.44-341
语种：English
出版社：University of Kansas - Dept Human Development
摘要：Previous research indicates that pairing pictures with associated words when teaching sight-word reading may hinder acquisition (e.g., Didden, Prinsen, & Sigafoos, 2000 ; Singh & Solman, 1990 ; Solman & Singh, 1992 ). The purpose of the current study was to determine whether this phenomenon was due to a previously learned association between the spoken word and picture (i.e., blocking) or due to the mere presence of a picture as an extrastimulus prompt (i.e., overshadowing). Three participants were taught to recognize words that were presented alone or paired with pictures that the participants either could or could not identify prior to training. All participants learned the words more quickly when they were presented alone rather than with pictures, regardless of their prior learning history with respect to pictures representing the words. This finding is consistent with the phenomenon of overshadowing. Nonetheless, consistent with blocking, all participants also acquired the words presented alone more quickly if they could not identify the associated pictures prior to training. Together, these findings have important implications for using prompts when teaching skills to individuals with developmental disabilities.
关键词：blocking; extrastimulus prompts; overshadowing; picture prompts; sight-word recognition