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The Effect of the Establishment of Conditioned Reinforcement for Reading Content on Second-Graders’ Reading Achievement
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In: Behav Anal Pract (2021)
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Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English
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Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames
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Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism
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Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences
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The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction
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How Kids Learn to Say the Darnedest Things: The Effect of Multiple Exemplar Instruction on the Emergence of Novel Verb Usage
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Abstract:
We report experiments using time-lagged pre- and postintervention designs with (a) 4 first graders with learning delays, and (b) a systematic replication with 3 preschoolers with learning delays. Both experiments tested the effects of multiple exemplar instructional procedures (MEI) on the emergence of untaught past tense emission of novel regular verbs (e.g., jumped derived from jump) and grammatically inaccurate but experimentally correct usage of irregular verbs (e.g., singed derived from sing). Prior to the MEI, none of the children could produce regular or irregular past tense forms to pictures that provided simulated contexts (pictures with backgrounds for past and present tense). MEI provided across the picture contexts for past and present tense used separate training sets of verbs to teach children to form regular past tense. After either 1 or 2 MEI training sets, the children emitted accurate past tense forms of the untaught regular and inaccurate, but experimentally correct irregular verbs. These findings provided an instructional history that resulted in the children's acquisition of past tense for untaught regular past tense verbs and “creative” errors with irregular tenses. Results are discussed in terms of the research on experimentally induced sources for novel verbal behavior and related interpretations.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2779922 http://www.ncbi.nlm.nih.gov/pubmed/22477407
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The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction
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Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History
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The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction
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Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history
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