The effect of mode of stimulus presentation on the acquisition and generalization of tacting responses in previously non-verbal children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Douglas Scott Cutting (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
P. Scott Lawrence

Abstract: The purpose of the present study was to investigate the effect of mode of presentation on the acquisition of the names of target stimuli and the resultant generalization to other modes. There were three modes utilized so that the subjects were each exposed to objects, slides, and pictures of the target stimuli and were asked to respond to a "What is that?" prompt. Several measures of acquisition and generalization were employed. During a baseline condition, all subjects were presented each of nine experimental and six control targets by all three modes, i.e., slides, objects, and pictures. The baseline condition was repeated (probe 1) after the subjects had received training on the experimental subset of these targets. The terminal criterion for this phase of training was five successive correct responses to the "What is that?" prompt during two consecutive training sessions. A second repetition of the baseline condition (probe 2) was conducted after training on a somewhat more rigorous criterion had been completed. Correct responses to experimental targets increased 74% by this second probe while correct responses to control targets decreased by 4%. This was attributed to the fact that none of the children had the opportunity to develop the response class of tacting. The improvement in naming targets presented indicates that this method of training was effective as a language acquisition paradigm.

Additional Information

Language: English
Date: 1973
Children with mental disabilities $x Language

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