The effect of joint control training on the acquisition and durability of a sequencing task [0.03%]
联合控制训练对序列任务获得和保持的影响研究
Allison Degraaf,Henry D Schlinger Jr
Allison Degraaf
Gutierrez (2006) experimentally demonstrated the effects of joint control and particularly the role of response mediation in the sequencing behavior of adults using an unfamiliar language. The purpose of the current study was to replicate a...
Effects of differential reinforcement and rules with feedback on preference for choice and verbal reports [0.03%]
不同强化和反馈规则对选择偏爱及言语报告的影响
Allen Karsina,Rachel H Thompson,Nicole M Rodriguez et al.
Allen Karsina et al.
We evaluated the effects of differential reinforcement and accurate verbal rules with feedback on the preference for choice and the verbal reports of 6 adults. Participants earned points on a probabilistic schedule by completing the termina...
Stimulus equivalence, generalization, and contextual stimulus control in verbal classes [0.03%]
言语类的刺激等同、泛化和背景刺激控制
Zuilma Gabriela Sigurðardóttir,Harry A Mackay,Gina Green
Zuilma Gabriela Sigurðardóttir
Stimulus generalization and contextual control affect the development of equivalence classes. Experiment 1 demonstrated primary stimulus generalization from the members of trained equivalence classes. Adults were taught to match six spoken ...
Anna Ingeborg Petursdottir
Anna Ingeborg Petursdottir
Mitch J Fryling,Cristin Johnston,Linda J Hayes
Mitch J Fryling
Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This...
A functional analysis of gestural behaviors emitted by young children with severe developmental disabilities [0.03%]
重度发育障碍儿童手势行为的功能分析
Summer J Ferreri,Joshua B Plavnick
Summer J Ferreri
Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variab...
M Alice Shillingsburg,Amber L Valentino
M Alice Shillingsburg
Children with autism often do not learn to mand for information without structured teaching. Studies have demonstrated that manipulation of establishing operations (EOs), prompts, prompt fading, and differential reinforcement are effective ...
Establishing naming in typically developing two-year-old children as a function of multiple exemplar speaker and listener experiences [0.03%]
通过多范例说话人和听众经验在正常发展的两岁儿童中建立命名功能
Lina Gilic,R Douglas Greer
Lina Gilic
Naming is a verbal developmental capability and cusp that allows children to acquire listener and speaker functions without direct instruction (e.g., incidental learning of words for objects). We screened 19 typically developing 2- and 3-ye...
The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction [0.03%]
多重实例教学下自闭症和普通儿童语言形式班图架结构的获得能力研究
Nicole Luke,R Douglas Greer,Jessica Singer-Dudek et al.
Nicole Luke et al.
In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-int...
Rule-governed behavior: teaching a preliminary repertoire of rule-following to children with autism [0.03%]
基于规则的行为：教自闭症儿童初步的遵从规则的能力
Jonathan Tarbox,Carrie K Zuckerman,Michele R Bishop et al.
Jonathan Tarbox et al.
Rule-governed behavior is generally considered an integral component of complex verbal repertoires but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rule-governed...