Instructors assess the acquisition of new skills by delivering blocks of trials containing multiple operants. Mastery is evaluated as percentage correct across all operants in the block. The purpose of the current study was to investigate this traditional mastery criterion arrangement compared to an analysis of mastery at the level of individual operants. In both conditions, mastery criterion was 100% accuracy in one session. In the Set Analysis (SA) condition, accuracy was evaluated as average correct responding across all 4 target operants, or sight words, in a set. In the Operant Analysis (OA) condition, we taught 4 sight words simultaneously, assessed accuracy per sight word, and substituted new sight words into the set each time a single sight word was mastered. Overall, all 4 participants learned textual responses to sight words quicker in the OA condition, the reliability of maintenance was similar across conditions for 2 of 4 participants, and 4 of 4 participants maintained a higher or same number of responses from the OA condition compared to the SA condition. Implications for skill acquisition are discussed.

讲师通过提供包含多个操作员的试验块来评估新技能的获得。精通度被评估为该区块所有操作者的正确百分比。当前研究的目的是与在单个操作员层面上的精通分析相比，研究这种传统的精通标准安排。在两种情况下，精通标准均为一次会话的100％准确性。在“集合分析”（SA）条件下，将准确性评估为集合中所有4个目标操作员或视觉单词的平均正确响应。在“操作分析”（OA）条件下，我们同时教4个视觉单词，评估每个视觉单词的准确性，并在每次掌握单个视觉单词时将新的视觉单词替换为集合。总体，在OA条件下，所有4名参与者学习了对视觉单词的文本响应，对于4个参与者中的2个而言，维护的可靠性在各个条件下相似，并且与SA相比，4个参与者中的4个参与者对OA条件的响应数量更高或相同健康）状况。讨论了技能获取的含义。