Effects of Multiple Exemplar Training on the Emergence of Derived Relations in Preschool Children Learning a Second Language View Full Text


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Article Info

DATE

2011-04

AUTHORS

Rocio Rosales, Ruth Anne Rehfeldt, Sadie Lovett

ABSTRACT

We evaluated the facilitative effects of multiple exemplar training (MET) on the establishment of derived tact relations in typically developing children. A multiple-probe design across stimulus sets was implemented to introduce MET. Participants were first taught to conditionally relate dictated names in English to their corresponding objects (listener behavior; A-B relations), followed by tests for derived tacts (B-A relations). If participants failed these tests, MET was implemented whereby tact relations were explicitly taught with novel stimulus sets, followed by test probes with the original training set. MET continued with novel stimuli until participants met criterion for the emergence of derived tact relations or after exposure to three MET sets. Results indicated failed tests for tact relations following direct training in listener relations, and marked improvements in derived tact relations following MET across all participants. More... »

PAGES

61-74

References to SciGraph publications

  • 2000-04. Explaining Complex Behavior: Two Perspectives on the Concept Of Generalized Operant Classes in THE PSYCHOLOGICAL RECORD
  • 2000-04. Selection-Based Versus Topography-Based Responding: An Important Distinction for Stimulus Equivalence? in THE ANALYSIS OF VERBAL BEHAVIOR
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  • 2007-04. Role of Contextual Control in Second Language Performance in THE ANALYSIS OF VERBAL BEHAVIOR
  • 2001-04. Exemplar Training and a Derived Transformation of Function in Accordance with Symmetry in THE PSYCHOLOGICAL RECORD
  • 2007-04. Exemplar Training and A Derived Transformation of Functions in Accordance with Symmetry and Equivalence in THE PSYCHOLOGICAL RECORD
  • 2005-04. An Analog Study of First Language Dominance and Interference over Second Language in THE ANALYSIS OF VERBAL BEHAVIOR
  • 2005-04. Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History in THE ANALYSIS OF VERBAL BEHAVIOR
  • 2005-04. The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction in THE ANALYSIS OF VERBAL BEHAVIOR
  • 2007-04. The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction in THE ANALYSIS OF VERBAL BEHAVIOR
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/bf03393092

    DOI

    http://dx.doi.org/10.1007/bf03393092

    DIMENSIONS

    https://app.dimensions.ai/details/publication/pub.1078552906

    PUBMED

    https://www.ncbi.nlm.nih.gov/pubmed/22532755


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