... Recent literature surveys have suggested using activity schedules as a basic framework for in... more ... Recent literature surveys have suggested using activity schedules as a basic framework for instruction in complex play skills (eg, Kimball, Kinney, Taylor, & Stromer, in press; Stromer, Kimball, Kinney, & Taylor, 2004). Activity ...
... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single... more ... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single sign: A matrix-based approach to teaching productive sign combinations. ... Activity schedules, computer technology, and teaching children with autism spectrum disorders. ...
... Viewed this way, the bases for class formation in the complex-sample studies differ from the ... more ... Viewed this way, the bases for class formation in the complex-sample studies differ from the typical equivalence study which assesses the reversibility of sample and comparison functions (symmetry) as an outcome performance. ...
... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but a... more ... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but also other arbitrary MTS performances that were neither instructed nor reinforced (eg, Sidman, 1971; Sidman & Cresson, 1973; Sidman, Cresson, & Willson-Morris, 1974; Spradlin, Cotter, & ...
Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 p... more Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 physically dissimilar stimuli in a designated order regardless of their locations in the display. Ss in Exp 1 performed 2-term probe sequences in a manner consistent with their baseline training. The serial relations defined by a 5-term sequence trained explicitly also held for its 2-term component sequences. Findings suggest the formation of sequence classes; each class consisted of stimuli that occupied the same position in different sequences. In Exp 2, training involved 4 overlapping adjacent 2-term sequences with 5 new stimuli. Production of novel 2- and 5-term sequences emerged from this training. New stimuli functioned as members of existing sequence classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Normally capable children and adults were taught arbitrary matching of visual sample stimuli and ... more Normally capable children and adults were taught arbitrary matching of visual sample stimuli and nonidentical visual comparison stimuli: if Sample A1, selecting comparison B1 was reinforced; if A2, selecting B2 was reinforced. Unreinforced tests included (1) those that assessed preferences between novel comparisons when samples were also novel and (2) those that assessed selections of the least-preferred novel comparisons when the alternate comparisons were familiar B or A stimuli. Subjects during the latter tests tended to select the novel comparisons and not the B or A stimuli; these performances supported an inference of control by exclusion. The finding that subjects excluded the A stimuli when they were displayed as comparisons is contrary to previous research and suggests that control by exclusion was symmetrical under these conditions. Preference tests given after exclusion testing suggested that four of six subjects learned new arbitrary matching performances; their selections of the novel comparisons persisted when the basis of exclusion (B or A stimuli) was removed.
Normally capable children were first taught to touch in sequence each of a set of five physically... more Normally capable children were first taught to touch in sequence each of a set of five physically dissimilar stimuli (Sequence A). Another set of stimuli was then used to train sequence B. Next, direct training established conditional control of the production of the A sequence and its reversal: in the presence of one printed word, touching the stimuli in the order A1----A2----A3----A4----A5 was reinforced; in the presence of another word, touching the stimuli in the order A5----A4----A3----A2----A1 was reinforced. During probe sessions, the printed words also exercised conditional control over production of the B sequence and its reversal for five of six subjects, suggesting the formation of stimulus classes. Four of these five subjects also performed mixed sequences under conditional control of the words (e.g., A1----B2----A3----B4----A5 and its reversal), verifying that the stimuli which occupied the same position in each sequence were members of the same class.
Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learnin... more Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learning skills in reading. Each participated in several spelling tasks which led to improved reading skills, perhaps because stimulus were formed.
A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials du... more A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials during training and testing baselines contributed to the reliable formation of 5-member stimulus classes during matching to sample. With Tone-irrelevant trials during either training or testing 4 of 12 subjects formed such classes, but none did so when such trials were used in both training and testing baselines. This extends our prior work.
... Recent literature surveys have suggested using activity schedules as a basic framework for in... more ... Recent literature surveys have suggested using activity schedules as a basic framework for instruction in complex play skills (eg, Kimball, Kinney, Taylor, & Stromer, in press; Stromer, Kimball, Kinney, & Taylor, 2004). Activity ...
... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single... more ... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single sign: A matrix-based approach to teaching productive sign combinations. ... Activity schedules, computer technology, and teaching children with autism spectrum disorders. ...
... Viewed this way, the bases for class formation in the complex-sample studies differ from the ... more ... Viewed this way, the bases for class formation in the complex-sample studies differ from the typical equivalence study which assesses the reversibility of sample and comparison functions (symmetry) as an outcome performance. ...
... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but a... more ... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but also other arbitrary MTS performances that were neither instructed nor reinforced (eg, Sidman, 1971; Sidman & Cresson, 1973; Sidman, Cresson, & Willson-Morris, 1974; Spradlin, Cotter, & ...
Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 p... more Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 physically dissimilar stimuli in a designated order regardless of their locations in the display. Ss in Exp 1 performed 2-term probe sequences in a manner consistent with their baseline training. The serial relations defined by a 5-term sequence trained explicitly also held for its 2-term component sequences. Findings suggest the formation of sequence classes; each class consisted of stimuli that occupied the same position in different sequences. In Exp 2, training involved 4 overlapping adjacent 2-term sequences with 5 new stimuli. Production of novel 2- and 5-term sequences emerged from this training. New stimuli functioned as members of existing sequence classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Normally capable children and adults were taught arbitrary matching of visual sample stimuli and ... more Normally capable children and adults were taught arbitrary matching of visual sample stimuli and nonidentical visual comparison stimuli: if Sample A1, selecting comparison B1 was reinforced; if A2, selecting B2 was reinforced. Unreinforced tests included (1) those that assessed preferences between novel comparisons when samples were also novel and (2) those that assessed selections of the least-preferred novel comparisons when the alternate comparisons were familiar B or A stimuli. Subjects during the latter tests tended to select the novel comparisons and not the B or A stimuli; these performances supported an inference of control by exclusion. The finding that subjects excluded the A stimuli when they were displayed as comparisons is contrary to previous research and suggests that control by exclusion was symmetrical under these conditions. Preference tests given after exclusion testing suggested that four of six subjects learned new arbitrary matching performances; their selections of the novel comparisons persisted when the basis of exclusion (B or A stimuli) was removed.
Normally capable children were first taught to touch in sequence each of a set of five physically... more Normally capable children were first taught to touch in sequence each of a set of five physically dissimilar stimuli (Sequence A). Another set of stimuli was then used to train sequence B. Next, direct training established conditional control of the production of the A sequence and its reversal: in the presence of one printed word, touching the stimuli in the order A1----A2----A3----A4----A5 was reinforced; in the presence of another word, touching the stimuli in the order A5----A4----A3----A2----A1 was reinforced. During probe sessions, the printed words also exercised conditional control over production of the B sequence and its reversal for five of six subjects, suggesting the formation of stimulus classes. Four of these five subjects also performed mixed sequences under conditional control of the words (e.g., A1----B2----A3----B4----A5 and its reversal), verifying that the stimuli which occupied the same position in each sequence were members of the same class.
Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learnin... more Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learning skills in reading. Each participated in several spelling tasks which led to improved reading skills, perhaps because stimulus were formed.
A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials du... more A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials during training and testing baselines contributed to the reliable formation of 5-member stimulus classes during matching to sample. With Tone-irrelevant trials during either training or testing 4 of 12 subjects formed such classes, but none did so when such trials were used in both training and testing baselines. This extends our prior work.
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