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Journal of the Experimental Analysis of Behavior, v95 n2 p237-262 Mar 2011

The purpose of this study was to assess the role of common motor responses as the speaker behavior on stimulus class formation,and the emergence of functional classes. Experiment 1 examined whether training one motor response to a set of three stimuli and a second motor response to another set of three stimuli would result in correct category-sort responses for 5 typically developing preschool children. Three of the children passed the categorization tests. Experiment 2 examined whether the classes formed in Experiment 1 were functional classes, and whether participants who did not pass categorization tests in Experiment 1 would do so following common vocal tact training. The 2 participants who failed categorization tests in Experiment 1 passed these tests in Experiment 2, although none of the participants passed the tests for functional classes. The results of the current study did not unequivocally support the naming hypothesis. Future research should therefore evaluate other possible sources of control that aid in stimulus categorization. (Contains 5 figures and 4 tables.)

Descriptors: Preschool Children, Psychomotor Skills, Experiments, Classification, Evaluation Methods, Maps, Data Collection, Stimuli, Training, Student Behavior

Society for the Experimental Analysis of Behavior. Available from: Indiana University Department of Psychology. Bloomington, IN 47405-1301. Tel: 812-334-0395; FAX: 812-855-4691; e-mail: jeab[at]indiana.edu; Web site: http://seab.envmed.rochester.edu/jeab/index.html





Autor: Mahoney, Amanda M.; Miguel, Caio F.; Ahearn, William H.; Bell, Julianne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4161&id=EJ918260







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