Instructional Control with Preschoolers and Stimulus Equivalence
Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other inc...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Schmidt, Andréia [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Anmerkung: |
© Association for Behavior Analysis International 2022 |
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| Übergeordnetes Werk: |
Enthalten in: The psychological record - New York, NY : Springer, 1937, 72(2022), 4 vom: 31. März, Seite 619-632 |
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| Übergeordnetes Werk: |
volume:72 ; year:2022 ; number:4 ; day:31 ; month:03 ; pages:619-632 |
| Links: |
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| DOI / URN: |
10.1007/s40732-022-00514-0 |
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SPR048813206 |
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| 520 | |a Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. | ||
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| 700 | 1 | |a de Souza, Deisy G. |4 aut | |
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10.1007/s40732-022-00514-0 doi (DE-627)SPR048813206 (SPR)s40732-022-00514-0-e DE-627 ger DE-627 rakwb eng Schmidt, Andréia verfasserin (orcid)0000-0002-8836-6618 aut Instructional Control with Preschoolers and Stimulus Equivalence 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022 Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. Instructional control (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 Symbolic function (dpeaa)DE-He213 Preschoolers (dpeaa)DE-He213 de Rose, Júlio C. aut de Souza, Deisy G. aut Enthalten in The psychological record New York, NY : Springer, 1937 72(2022), 4 vom: 31. März, Seite 619-632 (DE-627)341342211 (DE-600)2066929-X 2163-3452 nnns volume:72 year:2022 number:4 day:31 month:03 pages:619-632 https://dx.doi.org/10.1007/s40732-022-00514-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 72 2022 4 31 03 619-632 |
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10.1007/s40732-022-00514-0 doi (DE-627)SPR048813206 (SPR)s40732-022-00514-0-e DE-627 ger DE-627 rakwb eng Schmidt, Andréia verfasserin (orcid)0000-0002-8836-6618 aut Instructional Control with Preschoolers and Stimulus Equivalence 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022 Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. Instructional control (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 Symbolic function (dpeaa)DE-He213 Preschoolers (dpeaa)DE-He213 de Rose, Júlio C. aut de Souza, Deisy G. aut Enthalten in The psychological record New York, NY : Springer, 1937 72(2022), 4 vom: 31. März, Seite 619-632 (DE-627)341342211 (DE-600)2066929-X 2163-3452 nnns volume:72 year:2022 number:4 day:31 month:03 pages:619-632 https://dx.doi.org/10.1007/s40732-022-00514-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 72 2022 4 31 03 619-632 |
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10.1007/s40732-022-00514-0 doi (DE-627)SPR048813206 (SPR)s40732-022-00514-0-e DE-627 ger DE-627 rakwb eng Schmidt, Andréia verfasserin (orcid)0000-0002-8836-6618 aut Instructional Control with Preschoolers and Stimulus Equivalence 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022 Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. Instructional control (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 Symbolic function (dpeaa)DE-He213 Preschoolers (dpeaa)DE-He213 de Rose, Júlio C. aut de Souza, Deisy G. aut Enthalten in The psychological record New York, NY : Springer, 1937 72(2022), 4 vom: 31. März, Seite 619-632 (DE-627)341342211 (DE-600)2066929-X 2163-3452 nnns volume:72 year:2022 number:4 day:31 month:03 pages:619-632 https://dx.doi.org/10.1007/s40732-022-00514-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 72 2022 4 31 03 619-632 |
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10.1007/s40732-022-00514-0 doi (DE-627)SPR048813206 (SPR)s40732-022-00514-0-e DE-627 ger DE-627 rakwb eng Schmidt, Andréia verfasserin (orcid)0000-0002-8836-6618 aut Instructional Control with Preschoolers and Stimulus Equivalence 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022 Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. Instructional control (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 Symbolic function (dpeaa)DE-He213 Preschoolers (dpeaa)DE-He213 de Rose, Júlio C. aut de Souza, Deisy G. aut Enthalten in The psychological record New York, NY : Springer, 1937 72(2022), 4 vom: 31. März, Seite 619-632 (DE-627)341342211 (DE-600)2066929-X 2163-3452 nnns volume:72 year:2022 number:4 day:31 month:03 pages:619-632 https://dx.doi.org/10.1007/s40732-022-00514-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 72 2022 4 31 03 619-632 |
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10.1007/s40732-022-00514-0 doi (DE-627)SPR048813206 (SPR)s40732-022-00514-0-e DE-627 ger DE-627 rakwb eng Schmidt, Andréia verfasserin (orcid)0000-0002-8836-6618 aut Instructional Control with Preschoolers and Stimulus Equivalence 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022 Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. Instructional control (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 Symbolic function (dpeaa)DE-He213 Preschoolers (dpeaa)DE-He213 de Rose, Júlio C. aut de Souza, Deisy G. aut Enthalten in The psychological record New York, NY : Springer, 1937 72(2022), 4 vom: 31. März, Seite 619-632 (DE-627)341342211 (DE-600)2066929-X 2163-3452 nnns volume:72 year:2022 number:4 day:31 month:03 pages:619-632 https://dx.doi.org/10.1007/s40732-022-00514-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 72 2022 4 31 03 619-632 |
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This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. 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Schmidt, Andréia |
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Instructional Control with Preschoolers and Stimulus Equivalence Instructional control (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 Symbolic function (dpeaa)DE-He213 Preschoolers (dpeaa)DE-He213 |
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Instructional Control with Preschoolers and Stimulus Equivalence |
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instructional control with preschoolers and stimulus equivalence |
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Instructional Control with Preschoolers and Stimulus Equivalence |
| abstract |
Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. © Association for Behavior Analysis International 2022 |
| abstractGer |
Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. © Association for Behavior Analysis International 2022 |
| abstract_unstemmed |
Abstract The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of instructions. Our goal was to teach two sets of conditional discriminations to preschoolers, one including verbs and the other including nouns, and evaluate the formation of equivalence classes and instruction-following. Four preschool children participated. Initially, an instructional control pretest (simple instructions, verb-object type) was presented visually or orally (dictated or visual stimuli). Next, children learned AB and AC conditional relations between familiar objects (A), representative pictures (B), and abstract pictures (C). BC and CB equivalence tests checked for equivalence class formation. Finally, the children learned DE and DF conditional discriminations among verbs (D), action videos (E), and abstract pictures (F), and were tested in EF and FE relations. All children formed equivalence classes. In the instructional control pretest, all children followed most of the oral instructions, but not the visual instructions. In the posttest, two participants correctly followed all the visual instructions. After a remedial training, the other two participants also followed the visual instructions. This finding is a demonstration of the transfer of the instructional function exerted by the dictated words (verb-noun) to abstract pictures through the formation of the two independent equivalence classes. © Association for Behavior Analysis International 2022 |
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Instructional Control with Preschoolers and Stimulus Equivalence |
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de Rose, Júlio C. de Souza, Deisy G. |
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10.1007/s40732-022-00514-0 |
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2024-07-03T21:38:06.432Z |
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| score |
7.399787 |