1,720,964 research outputs found
Equivalence relations, contextual control, and naming
No full textThis paper reports two experiments that investigated the role of verbal behavior in the emergence and generalization of contextually controlled equivalence classes. During both experiments, participants were trained with two different combinations of the same easily nameable, yet formally unrelated, pictorial stimuli. Match-to-sample baselines for eight four-member classes were established under the contextual control of two colors. In the presence of one color, conditional relations were established between stimuli whose normative names rhymed. In the presence of the other color, conditional relations were established between stimuli whose normative names did not rhyme. Although, during Experiment 1, all participants demonstrated equivalence classes involving rhyming stimuli, none demonstrated the formation of nonrhyme equivalence classes. To investigate this finding, Experiment 2 evaluated whether participants would demonstrate both rhyme and nonrhyme equivalence classes given more extensive exposure to the experimental contingencies. All participants demonstrated contextually controlled rhyme and nonrhyme equivalence classes, although rhyme classes were demonstrated with greater facility than nonrhyme classes. Results indicate that visual stimuli are named, that verbal bases for stimulus classification can affect the emergence of contextually controlled equivalence classes, and that untrained contextually controlled conditional discriminations involving novel stimuli can emerge on the basis of participants’ verbal behavior
Protocol analysis of rhyming and alliterative equivalence relations
No full textA number of studies have demonstrated that verbal behaviour can be functional in the emergence of equivalence classes. Randell and Remington (1999), for instance, showed that when baseline relations are trained between pictures whose names rhyme, emergent relations are exhibited more quickly and reliably than when those relations are trained between non-rhyming combinations of the same pictures. Other research has indicated that protocol analysis (Ericsson & Simon, 1980) may provide a tool for investigating participants’ verbal behaviour during equivalence research. Further to investigate the functionality of language in equivalence, a talk-aloud procedure was implemented within a contextually controlled equivalence paradigm. In one context, relations were trained between stimuli whose names rhymed. In a second context, relations were trained between different combinations of the same stimuli whose names were alliterative. There were two conditions: ten participants were instructed to talk-aloud throughout the experiment. Another ten participants received no such instruction. Results indicate that talking aloud hindered the emergence of contextually controlled equivalence classes. Analysis of participants’ verbal protocols, however, suggested that normative stimulus naming and comparison selection on the basis of rhyme and alliteration facilitated the emergence of contextually controlled equivalence classes. <br/
Attention to primes modulates affective priming of pronunciation responses
No full textIn studies on affective priming of pronunciation responses, two words are presented on each trial and participants are asked to read the second word out loud. Whereas some studies revealed shorter reaction times when the two words had the same valence than when they had a different valence, other studies either found no effect of affective congruence or revealed a reversed effect. In the present experiments, a significant effect of affective congruence only emerged when filler trials were presented in which the prime and target were identical and participants were instructed to attend to the primes (Experiment 2). No effects were found when participants were merely instructed to attend to or ignore the primes (Experiment 1), or when affectively incongruent filler trials were presented and participants were instructed to ignore the primes (Experiment 2)
Robust affective priming effects in a conditional pronunciation task: evidence for the semantic representation of evaluative information
No full textBased on the hypothesis that information about the valence of words is encoded in a semantic system, we predicted that the match between the valence of a prime and the valence of a target word will influence the pronunciation of the target only if and to the extent that pronunciation is semantically mediated. In line with this prediction, we found affective priming effects (faster pronunciation when prime and target had the same valence than when they had a different valence) only when participants were instructed to read words but not nonwords (Experiment 1) or words that were not names of occupations (Experiment 2). Priming was not significant when participants were asked to read white but not red words (Experiment 1) or words that did not have a frame around them (Experiment 2)
DTkid: interactive simulation software for training tutors of children with autism
No full textDiscrete-trial training (DTT) relies critically on implementation by trained tutors. We report three experiments carried out in the development of “DTkid”—interactive computer simulation software that presents “SIMon”, a realistic virtual child with whom novice tutors can learn and practise DTT techniques. Experiments 1 and 2 exposed groups of participants either to DTkid training or to a control task. Participants in the former groups demonstrated significantly greater procedural and declarative knowledge of DTT. Experiment 3 confirmed this finding, further demonstrating that observation of DTkid training trials alone was sufficient to enhance participants’ declarative and procedural knowledge of DTT. Results indicate that DTkid offers the potential for an effective means of teaching DTT skills to novice tutors of children with autis
Effects of computer simulation training on in vivo Discrete Trial Teaching
No full textAlthough Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization
Randell, Tom
No full textSee entry in Monroe County, volume 1, page 20: https://digital.archives.alabama.gov/digital/collection/voter1867/id/248
Randell, Tom
No full textSee entry in Dallas County volume 1, page 67: https://digital.archives.alabama.gov/digital/collection/voter/id/104
Beyond evaluative conditioning? Searching for associative transfer of nonevaluative stimulus properties (in special issue on associative learning of likes and dislikes)
No full textEvaluative conditioning refers to the changes in liking of an evaluatively neutral stimulus (the conditional stimulus or CS) as a result of merely pairing it with another, already liked or disliked stimulus (the unconditional stimulus or US). We examined whether other, non-evaluative stimulus properties of a US can also be associatively transferred to a CS. In a series of experiments, we tried to transfer perceptions of the gender of children and the gender of first names. We found evidence for the associative transfer of these properties but only when participants were aware of the contingencies
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