An experimental analysis of linguistic development: the productive use of the plural morpheme

Operant conditioning procedures were used to establish a generative use of the plural morpheme in the speech of a severely retarded girl. During training trials, reinforcement was presented contingent upon correct imitation of singular and plural verbalizations by the experimenter, in response to objects presented to the subject singly and in pairs. A generative productive plural usage resulted, the girl correctly labeling new objects in the singular or plural without further direct training relevant to those objects. After establishing the singular/plural usage, the contingencies were reversed (reinforcement of plural responses to single objects, and vice-versa). This produced a corresponding reversal of response by the child. The original usage was then recovered by returning to the previous contingencies. A second experiment analyzed certain error responses occurring during the first experiment, and further probed the generative nature of the subject's plural usage. It was found that errors were somewhat more likely to occur in the pluralization of words ending in vowels than of words ending in consonants. Furthermore, several words whose plurals had been learned according to the reversed plural rule, when examined later during reinforcement of normal plural usage, were found then to exemplify the normal rule being reinforced, yet without direct training.     

Improvement of retardates' mealtime behaviors by timeout procedures using multiple baseline techniques

Undesirable mealtime behaviors of a hospital cottage of retardates were reduced by contingent timeout procedures applied by ward personnel successively to one undesirable behavior after another, in a multiple baseline design. In some cases the timeout procedure was to remove the subject from the room until the meal was finished; in other cases (depending on the health of the child and the initial rate of the behavior to be reduced), timeout consisted of a 15-sec removal of the child's meal tray. Undesirable behaviors were defined as stealing, using fingers inappropriately, messy use of utensils, and pigging (eating directly with mouth or eating spilled food). Timeout was applied to these behaviors in that order, and in each case led to a marked and useful reduction in the behavior throughout the group. As these undesirable behaviors were reduced, more appropriate mealtime behaviors emerged: as inappropriate use of fingers declined (under contingent timeout), messy utensil behavior increased; later, as messy utensil behavior declined (under contingent timeout), a defined category of neat utensil behavior increased. Weights of the subjects were monitored steadily throughout the study and showed essentially no change.     

An analysis of individual differences in generalization between receptive and productive language in retarded children

Retarded subjects were taught generative pluralization rules concurrently in both the receptive and productive modalities of language. Receptive training established correct pointing to either one or a pair of objects, in response to a spoken singular or plural label of the object(s); productive training established correct spoken labels of one or a pair of objects presented visually. However, these pluralization rules were established in each modality only for a specific class of plurals: those ending in -s for one modality, those ending in -es for the other modality. This training was successful in establishing generative, or rule-governed behaviors, such that untrained examples of singulars and plurals were usually responded to correctly. Nevertheless, despite this concurrent, generative behavior, probes revealed little generalization between modalities: three of four subjects did not generalize clearly from receptive training with one class of plurals to correct productive use of that class, nor did they generalize from productive training of the other class of plurals to correct receptive response to that class. The fourth subject, however, did show strong generalization of both these types. It was concluded that automatic generalization between receptive and productive language is not necessarily an inevitable result of language training in such subjects, and therefore may require explicit, if temporary, programming, such as by direct reinforcement.     

Training two severely retarded adolescents to ask questions

Two retarded boys were taught to discriminate items they knew how to label (training items) from items they did not know (probe items), to respond appropriately by naming any training items, and to ask a question about any probe items. The boys did not learn to question when appropriate questioning was modelled by the experimenter; however, when they were prompted and rewarded for asking questions about some training items, they then began asking questions about probe items. Both the modelling-and prompting-reinforcement procedures were introduced in an across-subject, multiple baseline design.     

Cognitive factors in the concurrent differential conditioning of eyelid and skin conductance responses

The objectives of the study were to (1) determine if differential conditioning of eyelid responses ocurs only among subjects who accurately report knowledge of the CS-UCS relations, (2) assess whether differentially conditioned eyelid responding occurs only after the initial accurate interrial report, and (3) explore characteristics of differentially conditioned skin conductance responses (SCRs) obtained in an eyelid conditioning paradigm, with special attention to whether eyelid and SCR conditioning are similarly related to the subjects’ knowledge of the stimulus relations. Fifty-one male subjects were administered 80 differential eyelid conditioning trials, the CSs consisting of the 1,200-msec illumination of slides containing either grammatically correct or grammatically incorrect phrases. Significant differential SCR and eyelid conditioning was obtained for both V- and C-form eyelid responders, but only for subjects who accurately reported the CS-UCS relations. The initial appearance of SCR and eyelid differentiation was related within the trial sequence to subjects’ recognition of the stimulus relations. Eyelid and SCR conditioning were related similarly to knowledge of the stimulus relations, the exception being that subjects who recognized the stimulus relations late in the trial sequence did not develop reliable eyelid differentiation.     

The Effects of a Can’t-Answer Response Option and Instructions on Stimulus Equivalence

The Psychological Record - Two interlocking conditional discriminations were established in a paper-and-pencil match-to-sample format by written rule-like instructions to 104 college...