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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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| 3 |
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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| 9 |
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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| 10 |
Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences
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Abstract:
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-year-old children for the presence of Naming for 3-dimensional objects. All 9 3-year-olds had Naming, and 8 of 10 2-year-olds lacked Naming. For the 2-year-old children who lacked Naming, we used multiple-probe designs (2 groups of 4 children) to test the effect of multiple exemplar instruction (MEI) across speaker and listener responses on the emergence of Naming. Prior to the MEI, the children could not emit untaught listener or speaker responses following match-to-sample instruction with novel stimuli, during which they had heard the experimenter tact the stimuli. After MEI with a different set of novel stimuli, the children emitted listener and speaker responses when probed with the original stimuli, in the absence of any further instruction with those stimuli. Seven of 8 children acquired the speaker and listener responses of Naming at 83% to 100% accuracy. We discuss the basic and applied science implications.
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Keyword:
Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3139556
http://www.ncbi.nlm.nih.gov/pubmed/22532761
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| 11 |
The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction
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| 14 |
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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| 15 |
The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction
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| 16 |
Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History
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| 17 |
The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction
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| 19 |
Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history
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