The present study evaluated the effects of simple discrimination training with specific consequences on auditory comprehension in children with cochlear implants (CIs). Demonstration of auditory comprehension was based on derived conditional relations and the formation of equivalence relations. Participants learned two sets of three simple visual discriminations in which the positive stimulus (S⁺) was a written pseudo-sentence (C1, C2, or C3) or a compound abstract picture (D1, D2, or D3), displayed in the correct orientation. Each trial presented the S⁺ simultaneously with two S^- which were the same sentence or picture as the positive stimulus but were displayed in either an upside-down or an inverse orientation. Correct responses were followed by specific consequences with two components presented simultaneously: a dictated pseudo-sentence (A) and a representative picture (B). Probes of arbitrary matching to sample assessed derived auditory-visual (AB, AC, and AD) and visual-visual (BC, CB, BD, DB, CD, and DC) conditional relations. All three participants learned the simple discriminations; two of them showed derived conditional relations, demonstrating the formation of three ABCD classes. The present study replicated and extended previous results on sentence learning in children with CIs, suggesting the simple discrimination training with specific consequences as an efficient procedure to generate auditory-visual and symbolic relations in this population.

本研究评估了具有特定后果的简单辨别训练对人工耳蜗 (CI) 儿童听觉理解能力的影响。听觉理解的证明是基于导出的条件关系和等价关系的形成。参与者学习了两组三个简单的视觉辨别，其中正面刺激 (S ⁺ ) 是书面伪句 (C1、C2 或 C3) 或复合抽象图片 (D1、D2 或 D3)，以正确的方式显示方向。每个试验同时呈现 S ⁺和两个 S ^-与正面刺激相同的句子或图片，但以颠倒或相反方向显示。正确的回答之后是特定的后果，同时呈现两个组成部分：口述的伪句子 (A) 和代表性图片 (B)。任意匹配样本的探针评估派生的听觉-视觉（AB、AC 和 AD）和视觉-视觉（BC、CB、BD、DB、CD 和 DC）条件关系。所有三个参与者都学会了简单的区分；其中两个显示了派生条件关系，证明了三个 ABCD 类的形成。本研究复制并扩展了先前关于 CI 儿童句子学习的结果，