Classification of vowels and consonants by individuals with moderate mental retardation: Development of arbitrary relations via match-to-sample training with compound stimuli

Journal of Applied Behavior Analysis

Volumn 31, Issue 1, 1998, Pages 21-41

  Lane, Scott D ^a   Critchfield, Thomas S ^b  

^a UNIVERSITY OF TEXAS   (United States)

^b NONE

Author keywords

Complex stimuli; Computer touch screen; Developmental disability; Identity matching; Stimulus equivalence

Indexed keywords

ADOLESCENT; ARTICLE; ATTENTION; CHILD; COMPARATIVE STUDY; DOWN SYNDROME; EDUCATION; FEMALE; HUMAN; LANGUAGE DISABILITY; LEARNING; METHODOLOGY; MICROCOMPUTER; PHONETICS; PSYCHOLOGICAL ASPECT; READING; SPEECH PERCEPTION; TEACHING;

ADOLESCENT; ATTENTION; CHILD; COMPUTER-ASSISTED INSTRUCTION; DOWN SYNDROME; EDUCATION OF MENTALLY RETARDED; FEMALE; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; MICROCOMPUTERS; PHONETICS; READING; SPEECH PERCEPTION; VERBAL LEARNING;

EID: 0032011011     PISSN: 00218855     EISSN: None     Source Type: Journal    
DOI: 10.1901/jaba.1998.31-21     Document Type: Article

References (45)

1. Allen, K. D., & Fuqua, R. W. (1985). Eliminating selective stimulus control: A comparison of two procedures for teaching mentally retarded children to respond to compound stimuli. Journal of Experimental Child Psychology, 39, 55-71.
2. Baron, A., & Menich, S. R. (1985). Reaction times of older and younger: Effects of compound samples and a prechoice signal on delayed matching-to-sample performances. Journal of the Experimental Analysis of Behavior, 44, 1-14.
3. Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Erlbaum.
4. Buckley, S. (1995). Teaching children with Down syndrome to read and write. In L. Nadel & D. Rosenthal (Eds.), Down syndrome: Living and learning in the community (pp. 158-169). New York: Wiley-Liss.
5. Burke, J. C., & Cerniglia, L. (1990). Stimulus complexity and autistic children's responsivity: Assessing and training a pivotal behavior. Journal of Autism and Developmental Disorders, 20, 233-253.
6. Carrigan, P. F., Jr., & Sidman, M. (1992). Conditional discrimination and equivalence relations: A theoretical analysis of control by negative stimuli. Journal of the Experimental Analysis of Behavior, 58, 459-504.
7. Dube, W. V., Green, G., & Serna, R. W. (1993). Auditory successive conditional discrimination and auditory stimulus classes. Journal of the Experimental Analysis of Behavior, 59, 103-114.
8. Dugdale, N. A., & Lowe, C. F. (1990). Naming and stimulus equivalence. In D. E. Blackman & H. Lejeune (Eds.), Behaviour analysis in theory and practice: Contributions and controversies (pp. 115-138). Hillsdale, NJ: Erlbaum.
9. Ehri, L. C., Wilce, L. S., & Taylor, B. B. (1987). Children's categorization of short vowels in words and the influence of spellings. Merrill-Palmer Quarterly, 33, 393-421.
10. Folk, M. C., & Campbell, J. (1978). Teaching functional reading to the TMR. Education and Training of the Mentally Retarded, 13, 322-326.
11. Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443-475.
12. Green, G., Mackay, H. A., McIlvane, W. J., Saunders, R. R., & Soraci, S. A. (1990). Perspectives on relational learning in mental retardation. American Journal on Mental Retardation, 95, 249-259.
13. Halle, J. W., & Holt, B. (1991). Assessing stimulus control in natural settings: An analysis of stimuli that acquire control during training. Journal of Applied Behavior Analysis, 24, 579-589.
14. Harris, F. C., & Lahey, B. B. (1982). Recording system bias in direct observational methodology. Clinical Psychology Review, 2, 539-556.
15. Herrnstein, R. J. (1990). Levels of stimulus control: A functional approach. Cognition, 37, 133-166.
16. Horne, R J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65, 185-242.
17. Johansson, I. (1993). Teaching prereading skills to disabled children. 9th World Conference of the International Association for the Scientific Study of Mental Deficiency. Journal of Intellectual Disability Research, 37, 413-417.
18. Johnson, C., & Sidman, M. (1993). Conditional discrimination and equivalence relations: Control by negative stimuli. Journal of the Experimental Analysis of Behavior, 59, 333-347.
19. Kennedy, G., & Serna, L. A. (1995). Emergent relational responding based upon quantity and equivalence. The Psychological Record, 45, 241-260.
20. Lovaas, O. I., & Schreibman, L. (1971). Stimulus overselectivity of autistic children in a two stimulus situation. Behavior Research and Therapy, 9, 305-310.
21. Mackay, H. A. (1985). Stimulus equivalence in rudimentary reading and spelling. Analysis and Intervention in Developmental Disabilities, 5, 373-387.
22. Maguire, R. W., Stromer, R., Mackay, H. A., & Demis, C. A. (1994). Matching to complex samples in adults with autism and young children. Journal of Autism and Developmental Disabilities, 24, 753-772.
23. Markham, M. R., & Dougher, M. J. (1993). Compound stimuli in emergent stimulus relations: Extending the scope of stimulus equivalence. Journal of the Experimental Analysis of Behavior, 60, 529-542.
24. Reid, J. B. (1982). Observer training in naturalistic research. In D. P. Hartman (Ed.), Using observers to study behavior (pp. 37-50). San Francisco: Jossey-Bass.
25. Reynolds, G. S. (1961). Attention in the pigeon. Journal of the Experimental Analysis of Behavior, 4, 203-208.
26. Saunders, R. R., Saunders, K. J., Kirby, K. C., & Spradlin, J. E. (1988). The merger and development of equivalence classes by unreinforced conditional selection of comparison stimuli. Journal of the Experimental Analysis of Behavior, 50, 145-162.
27. Saunders, R. R., Saunders, K. J., & Spradlin, J. E. (1990). Long-term stability of equivalence relations in the absence of training or practice. American Journal on Mental Retardation, 95, 297-303.
28. Saunders, R. R., Wachter, J., & Spradlin, J. E. (1988). Establishing auditory stimulus control over an eight-member equivalence class via conditional discrimination procedures. Journal of the Experimental Analysis of Behavior, 49, 95-115.
29. Schenk, J. J. (1993). Emergent conditional discrimination in children: Matching to compound stimuli. Quarterly Journal of Experimental Psychology, 46B(4), 345-365.
30. Schenk, J. J. (1995). Complex stimuli in nonreinforced simple and conditional discriminations. The Psychological Record, 45, 477-494.
31. Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14, 5-13.
32. Sidman, M. (1994). Equivalence relations and behavior: A research story. Boston: Authors Cooperative.
33. Sidman, M., & Kirk, B. (1974). Letter reversals in naming, writing, and matching to sample. Child Development, 45, 616-625.
34. Sidman, M., Kirk, B., & Willson-Morris, M. (1985). Six-member stimulus classes generated by conditional-discrimination procedures. Journal of the Experimental Analysis of Behavior, 43, 21-42.
35. Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
36. Sidman, M., Willson-Morris, M., & Kirk, B. (1986). Matching-to-sample procedures and the development of equivalence relations: The role of naming. Analysis and Intervention in Developmental Disabilities, 6, 1-19.
37. Smeets, P. M., & Striefel, S. (1994). Matching to complex stimuli under non-reinforced conditions: Errorless transfer from identity to arbitrary matching tasks. Quarterly Journal of Experimental Psychology, 47B, 39-62.
38. Stoddard, L. T., Brown, J., Hurlbert, B., Manoli, C., & McIlvane, W. J. (1989). Teaching money skills through stimulus class formation, exclusion, and component matching methods: Three case studies. Research in Developmental Disabilities, 10, 413-439.
39. Stromer, R. (1996). On the experimental analysis of naming and the formation of stimulus classes. Journal of the Experimental Analysis of Behavior, 65, 250-251.
40. Stromer, R., & Mackay, H. A. (1992). Spelling and emergent picture-printed word relations established with delayed identity matching to complex samples. Journal of Applied Behavior Analysis, 25, 893-904.
41. Stromer, R., & Mackay, H. A. (1993). Delayed identity matching to complex samples: Teaching students with mental retardation spelling and the prerequisites for equivalence classes. Research in Developmental Disabilities, 14, 19-38.
42. Stromer, R., McIlvane, W. J., Dube, W. V., & Mackay, H. A. (1993). Assessing control by elements of complex stimuli in delayed matching to sample. Journal of the Experimental Analysis of Behavior, 59, 83-102.
43. Stromer, R., McIlvane, W. J., & Serna, R. W. (1993). Complex stimulus control and equivalence. The Psychological Record, 43, 585-598.
44. Stromer, R., & Stromer, J. B. (1990a). The formation of arbitrary stimulus classes in matching to complex samples. The Psychological Record, 40, 51-66.
45. Stromer, R., & Stromer, J. B. (1990b). Matching to complex samples: Further study of arbitrary stimulus classes. The Psychological Record, 40, 505-516.