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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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| 11 |
The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction
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Abstract:
In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of four autoclitic frames with novel tacts and mands before and after MEI. The untaught topographies emerged for all participants. In Experiment 2, we used a multiple probe design to test the effects of the MEI procedures on the same responses in four typically developing, bilingual students. The novel usage emerged for all participants. In the latter experiment, the children demonstrated untaught usage of mand or tact frames regardless of whether they were taught to respond in either listener or speaker functions alone or across listener and speaker functions. The findings are discussed in terms of the role of MEI in the formation of abstractions.
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Keyword:
Articles
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URL: http://www.ncbi.nlm.nih.gov/pubmed/22532760
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3139546
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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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