摘要：We tested the effects of teaching peer monitoring on the emergence of an observational learning (OL) capability in 2 experiments using delayed multiple probe designs with children diagnosed with developmental disabilities. In probes for the OL capability before and after each stage of the peer monitoring intervention, participants received unconsequated probes on material that was novel to them after they observed peers who were taught mastery of the material. In Experiment 1, 2 participants were probed for the presence of OL of textual responses and tact responses to pictures taught to peers prior to and after each stage of the peer monitoring intervention. In the training, target participants observed peers receiving different instruction involving reinforcement for accuracy and corrections for errors. After participants met criterion on the monitoring intervention, they demonstrated OL with the peer they trained with and a novel peer. In Experiment 2, the same results accrued for vocal spelling responses. The data suggest that for children like these, acquiring the capability to learn by observing instruction received by others in classrooms results from monitoring others receive instruction.
