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Jessica L. Paranczak Joseph M. Lambert Jennifer R. Ledford Bailey A. Copeland M. Janey Macdonald 《Journal of applied behavior analysis》2024,57(2):408-425
Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning for most verbally competent humans. Four children (ages 5–8) participated in this project. In Study 1, we provided decontextualized discrete trial teaching to establish arbitrary relations between colors, pictures of characters, and researcher motor actions. All participants engaged in derivative responding, providing evidence of relational framing. Subsequently, we demonstrated that, with no additional instruction, these derivatives contributed to effective action within a socially valid context (i.e., Candyland gameplay). Study 2 extended the demonstration by teaching frames of opposition. Following teaching, all participants engaged in novel and contextually appropriate responding that entailed the derivation of both coordination and opposition between untrained stimuli. This outcome demonstrates how teaching simple relations can result in learning that manifests at higher levels of complexity (i.e., relational networking), providing some evidence that there can be socially valid benefits to decontextualized discrete trial instruction. 相似文献
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Lambert Joseph M. Torelli Jessica N. Houchins-Juarez Nealetta J. Tate Savannah A. Paranczak Jessica L. 《Journal of Behavioral Education》2021,30(2):260-279
Journal of Behavioral Education - Previously applied research has shown independent manding is not likely to emerge when functional communication training (FCT) is implemented in conjunction with... 相似文献
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