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111.
O'Donnell J Crosbie J Williams DC Saunders KJ 《Journal of the experimental analysis of behavior》2000,73(3):261-274
Two experiments demonstrated stimulus control and generalization of conditioned punishment with humans. In both studies, responses first were reinforced with points exchangeable for money on a variable-interval schedule in the presence of one line length (S(D)). Next, a second line length was introduced, and point loss followed every response in the presence of that line (S(D)p). In the final training condition, points were deducted at session end. Response rate was lower in the presence of the S(D)p despite equal rates of points for money in the presence of both stimuli. In generalization testing for Experiment 1, the two lines were included in a 10-line continuum; S(D)p fell in the middle and the trained SD was at one end. Lines were presented randomly, and point delivery and loss contingencies were as in training but with points available in the presence of all lines. For all subjects, response rates were lowest around S(D)p and increased towards the SD end of the continuum. Because testing included only one or two lines beyond S(D), this pattern did not rule out S(D) generalization. Thus, in Experiment 2, stimuli beyond S(D) were added to generalization tests. Response rates did not decrease as a function of distance from S(D), clarifying the demonstration of punishment generalization. 相似文献
112.
A 9-year-old clinic-referred boy, his mother, and his teacher were observed in 38 home and 38 school sessions on the same days. Categories of the boy's oppositional behavior and the inappropriate social attention of his mother and teacher were graphed to visually inspect changes during baseline, a parent-training phase, a follow-up phase, and a final parent-training booster phase. Parent-training phases produced reductions in the mother's inappropriate attention and in the boy's oppositional behavior, whereas the follow-up and baseline phases were associated with higher rates of these categories. Generalization occurred in the school across these home phases, as seen in the increase in rates of the boy's problem behavior, despite the lack of change in his teacher's attention. Correlational analyses of proportion scores reflecting the boy's home-school oppositional behavior and mother-teacher social attention suggested his responsiveness to relative changes in adult social contingencies across settings. 相似文献
113.
The effects of reinforcement and extinction on response variability and stimulus generalization in the punching and kicking techniques of 2 martial arts students were evaluated across drill and sparring conditions. During both conditions, the students were asked to demonstrate different techniques in response to an instructor's punching attack. During baseline, the students received no feedback on their responses in either condition. During the intervention phase, the students received differential reinforcement in the form of instructor feedback for each different punching or kicking technique they performed during a session of the drill condition, but no reinforcement was provided for techniques in the sparring condition. Results showed that both students increased the number of different techniques they performed when reinforcement and extinction procedures were conducted during the drill condition, and that this increase in response variability generalized to the sparring condition. 相似文献
114.
Daly EJ Bonfiglio CM Mattson T Persampieri M Foreman-Yates K 《Journal of applied behavior analysis》2005,38(4):485-497
Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations. 相似文献
115.
This study examined whether sufficient-response-exemplar training of vocal imitation would result in improved articulation in children with phonological disorder, and whether improved articulation established in the context of vocal imitation would transfer to other verbal classes such as object naming and conversational speech. Participant 1 was 6 years old and attended first grade in a regular public school. Participant 2 was 5 years 4 months old and attended a public kindergarten. Both participants had normal hearing and no additional handicaps. A multiple baseline design across behaviors (target sounds or blends) was employed to examine whether the vocal imitation training resulted in improved articulation. Results showed that both participants improved articulation once training was implemented, and that the improved articulation transferred from vocal imitation to more natural speech such as object naming and conversational speech. Improvement established during training was maintained posttraining and at a 6-month follow-up. 相似文献
116.
Two adults with mental retardation demonstrated the recombination of within-syllable units (onsets and rimes) using a spoken-to-printed-word matching-to-sample (MTS) procedure. Further testing with 1 participant showed comprehension of the printed words. Printed-word naming was minimal before, but greater after, comprehension tests. The findings suggest that these procedures hold promise for further basic and applied analyses of word-attack skills. 相似文献
117.
Raymond G. Miltenberger Jennifer A. Roberts Sherry Ellingson Tami Galensky John T. Rapp Ethan S. Long Vicki A. Lumley 《Journal of applied behavior analysis》1999,32(3):385-388
Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments. 相似文献
118.
119.
Generalization of cross-modal stimulus equivalence classes: operant processes as components in human category formation. 总被引:3,自引:3,他引:0
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S D Lane J K Clow A Innis T S Critchfield 《Journal of the experimental analysis of behavior》1998,70(3):267-279
This study employed a stimulus-class rating procedure to explore whether stimulus equivalence and stimulus generalization can combine to promote the formation of open-ended categories incorporating cross-modal stimuli. A pretest of simple auditory discrimination indicated that subjects (college students) could discriminate among a range of tones used in the main study. Before beginning the main study, 10 subjects learned to use a rating procedure for categorizing sets of stimuli as class consistent or class inconsistent. After completing conditional discrimination training with new stimuli (shapes and tones), the subjects demonstrated the formation of cross-modal equivalence classes. Subsequently, the class-inclusion rating procedure was reinstituted, this time with cross-modal sets of stimuli drawn from the equivalence classes. On some occasions, the tones of the equivalence classes were replaced by novel tones. The probability that these novel sets would be rated as class consistent was generally a function of the auditory distance between the novel tone and the tone that was explicitly included in the equivalence class. These data extend prior work on generalization of equivalence classes, and support the role of operant processes in human category formation. 相似文献
120.
James W. Halle Ann M. Marshall Joseph E. Spradlin 《Journal of applied behavior analysis》1979,12(3):431-439
Institutional breakfast-serving procedures were manipulated to assess what effect changes in that aspect of the environment would have on requests for food. During baseline, six severely retarded children were required to pick up their food trays and return to their seats. The first manipulation, delaying the giving of the food tray for 15 seconds, served as a cue to evoke meal requests by three of the six children. Two of the remaining three required a model of an appropriate meal request (i.e., “Tray, please.”) at the end of the 15-second delay before they began requesting their meals. To evoke meal requests from the sixth child, an intensive training procedure, consisting of massed trials of delay and modeling, was required. Three different probes were administered to assess generalization across the people serving the meals, across mealtimes, and across both people and mealtimes. Typically, generalized responding in these new situations could be prompted by use of the 15-second delay procedure. Functional aspects of the delay procedure and its potential usefulness for evoking speech and facilitating generalization are discussed. 相似文献