摘要：Say-do correspondence training establishes a relation betweenwhat a person says and then does, or does and then reports. Theconditions that establish the generalized form of this behaviorbehaviorrelation have not been thoroughly investigated. The currentstudy analyzes two conditions, or types of histories, giving rise to thegeneralization of say-do correspondence. Eleven preschool children,ages 3 years, 10 months to 5 years, participated. Two baselinephases showed the lack of say-do correspondence in four behaviors,two similar and two dissimilar, with the second baseline involvingsocial consequences contingent upon saying what to do. Next,differential consequences were applied to the say-docorrespondence relation in Behavior 1. Subsequently, say-docorrespondence was maintained under two conditions with 6 and 5children participating, respectively. In both conditions consequenceswere equally thinned but in Condition 1, saying was kept in a vocalmodality (as during training) and, in Condition 2, saying was changedfrom a vocal to a symbolic modality. Generalized say-docorrespondence of untrained behaviors was then tested. Consideringthe first trial for each behavior, greater generalization was observedin the symbolic condition. Observation of the children's behavior inthis condition indicated that the type of symbolic saying responseused in the current study permitted the transfer of the stimulusproperties of saying from the saying to the doing context.
