Lindsley developed the “say all fast minute every day shuffled” (SAFMEDS) procedure in the late 1970s to enhance the typical use of flash cards (Graf & Auman, 2005). The acronym specifically guides the learner’s behavior when using flash cards. A review of SAFMEDS research indicates its successful use with children, college students, and older adults with and without disabilities. The literature also indicates that SAFMEDS procedures are not well documented and have multiple variations, limiting practitioners’ ability to know what procedures to use and when. The purpose of this study was to evaluate the effects of a basic SAFMEDS procedure and four supplementary SAFMEDS procedures on the rates of correct and incorrect responding to unfamiliar Russian words and Chinese characters in college students. The results of the study suggest that the basic SAFMEDS procedure produced some learning (i.e., increases in correct responding and decreases in incorrect responding), but all of the supplementary procedures led to greater increases in the number of correct responses per 1-min timing. Further research evaluating differences in performance across the supplementary procedures is warranted.

Lindsley 在 1970 年代后期开发了“每天洗牌的所有快速分钟”（SAFMEDS）程序，以增强闪存卡的典型使用（Graf & Auman，2005）。该首字母缩写词专门指导学习者在使用闪存卡时的行为。对 SAFMEDS 研究的回顾表明，它成功地用于儿童、大学生和有残疾和无残疾的老年人。文献还表明，SAFMEDS 程序没有得到很好的记录，并且有多种变化，限制了从业者知道使用什么程序以及何时使用的能力。本研究的目的是评估一个基本的 SAFMEDS 程序和四个补充的 SAFMEDS 程序对大学生对不熟悉的俄语单词和汉字的正确和错误响应率的影响。研究结果表明，基本的 SAFMEDS 程序产生了一些学习（即，正确响应的增加和错误响应的减少），但所有补充程序导致每 1 分钟时间正确响应的数量增加更多。需要进一步研究评估补充程序的性能差异。