PDF(Sci-hub)
Abstract：
The current study evaluated a procedure used to teach two children with autism to ask \"why\" questions maintained by causal information about an event. To increase the value of information as a reinforcer, the experimenter denied access to preferred items and did not provide a reason for the denial. Participants were taught to ask \"why\" questions and were provided with information that led them to access preferred items. To ensure that \"why\" questions only occurred when the information was valuable, we included a condition wherein access to preferred items was restricted but causal information was available. Both participants learned to ask \"why\" questions when causal information was not available and refrained from asking \"why\" questions when causal information was available.
摘要：
当前的研究评估了一种程序，该程序用于教两个自闭症儿童问“为什么”问题，这些问题由有关事件的因果信息所维持。为了增加信息作为增强者的价值，实验者拒绝访问首选项目，也没有提供拒绝的原因。参与者被教导问“为什么”问题，并被提供信息，使他们能够访问首选项目。为了确保“为什么”问题仅在信息有价值时发生，我们纳入了一种情况,其中对首选项目的访问受到限制,但可获得因果信息.两名参与者都学会了在没有因果信息时询问“为什么”问题，而在有因果信息时避免询问“为什么”问题。
