Two studies were conducted to explore the effects of differential observing responses (DORs) on vocal tact acquisition in preschool-age children of typical development. In Study 1 with three participants, an identity-matching DOR was incorporated into tact instruction trials with novel visual stimuli. Acquisition rates were similar in the DOR condition and in a non-DOR condition. In Study 2 with five new participants, the identity-matching DOR was implemented as an intervention when standard discrete-trial instruction failed to produce acquisition of tacts of compound stimuli. Two participants reached mastery after the identity-matching DOR was introduced, whereas three participants' progress was unaffected. For those three, the identity-matching DOR was replaced with a verbal DOR (tacting of stimulus components), but although one participant's correct responding increased, none reached mastery. Two participants ultimately reached mastery after a non-DOR intervention. Conditions under which DORs facilitate stimulus control outside of MTS tasks remain to be identified.

中文翻译：

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探索不同的观察反应对声音机智习得的影响

进行了两项研究来探讨差异观察反应 (DOR) 对具有典型发育的学龄前儿童的声音机智习得的影响。在三名参与者的研究 1 中，身份匹配的 DOR 被纳入具有新颖视觉刺激的机智教学试验中。在 DOR 条件和非 DOR 条件下的获取率相似。在有五名新参与者的研究 2 中，当标准离散试验指令未能产生复合刺激的触觉时，身份匹配 DOR 被实施为干预措施。引入身份匹配 DOR 后，两名参与者达到了掌握程度，而三名参与者的进度不受影响。对于这三个，身份匹配的 DOR 被口头 DOR（刺激成分的触觉）取代，但尽管一名参与者的正确反应有所增加，但没有人达到掌握程度。两名参与者在非 DOR 干预后最终达到了掌握程度。DOR 促进 MTS 任务之外的刺激控制的条件仍有待确定。