Acquisition of Receptive Vocabulary in the Toddler-Age Child

Vincent-Smith, Lisbeth; Bricker, Diane; Bricker, William A.

doi:10.1111/j.1467-8624.1974.tb00576.x

Cited by 19 publications

(18 citation statements)

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“…Because the words theta and upsilon deviated from the familiar word pi, the subjects apparently ''responded away from'' or excluded the previously positive ⌸ and instead selected the previously negative ⌰ or ⌼. Although the finding supported an earlier study by Vincent-Smith, Bricker, and Bricker (1974), it contradicted the commonly held belief that subjects learn the positive relation between a given sample or discriminative stimulus and the correct alternative but not the negative relation between the same sample and the incorrect alternative (see, …”

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confidence: 53%

Sea Lions and Equivalence: Expanding Classes by Exclusion

Kastak

Schusterman

2002

J Exper Analysis Behavior

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Experiments have shown that human and nonhuman subjects are capable of performing new arbitrary stimulus-stimulus relations without error. When subjects that are experienced with matchingto-sample procedures are presented with a novel sample, a novel comparison, and a familiar comparison, most respond by correctly selecting the novel comparison in the presence of the new sample. This exclusion paradigm was expanded with two California sea lions that had previously formed two 10-member equivalence classes in a matching-to-sample procedure. Rather than being presented with a novel sample on a given trial, the sea lions were presented with a randomly selected familiar member of one class as the sample. One of the comparisons was a randomly selected familiar member of the alternative class, and the other was a novel stimulus. When required to choose which comparison matched the sample, the subjects reliably rejected the familiar comparison, and instead selected the unfamiliar one. Next, the sea lions were presented with transfer problems that could not be solved by exclusion; they immediately grouped the new stimuli into the appropriate classes. These findings show that exclusion procedures can rapidly generate new stimulus relations that can be used to expand stimulus classes.Key words: exclusion, fast mapping, equivalence, symmetry, differential outcomes, class-specific reinforcement, California sea lionsIn the context of human language learning (semantics), appropriate responding can be facilitated by presenting new problems in the context of familiar alternatives. For example, if a child is asked ''Which one is the pafe?'' he or she may examine an array of familiar, already named objects and then select the novel item. This phenomenon, called fast mapping, linguistic inference, or the disambiguation effect in the field of psycholinguistics, is central to the development of language. In behavior analysis and animal cognition, this type of errorless performance is known as exResearch was supported by ONR Grant N00014-99-1064 to R. J. Schusterman. A DoD AASERT Fellowship and a GAANN Fellowship provided funding for C. R. Kastak. A portion of this manuscript was presented as an invited talk to the American Psychological Association in San Francisco, August 2001. We thank Tom Zentall for constructive comments during the preparation of this article. We greatly appreciate the encouragement given to us by David Kastak throughout the experiment, and we are particularly thankful to him for his insights during the preparation of the final manuscript. We also thank the dedicated research team at the Pinniped Cognition and Sensory Systems Laboratory, especially Kirsten Jensen and Shannon Spillman.Correspondence and reprint requests may be addressed to either author at Long Marine Laboratory, University of California at Santa Cruz, 100 Shaffer Road, Santa Cruz, California 95060 (e-mail: coll@cats.ucsc.edu or rjschust@cats.ucsc.edu).clusion or emergent matching (Wilkinson, Dube, & McIlvane, 1998). Dixon (1977) coined the term e...

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confidence: 53%

Sea Lions and Equivalence: Expanding Classes by Exclusion

Kastak

Schusterman

2002

J Exper Analysis Behavior

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“…This and other test conditions demonstrated that subjects consistently selected the untrained object. Similarly, research in language comprehension suggests that humans tend to avoid a "known" choice when given a novel spoken word and a novel referent as the other choice (Vincent-Smith, Bricker, & Bricker, 1974). These results suggest an additional analysis of stimuli comprising equivalence relations.…”

Section: Sample-s-relationsmentioning

confidence: 86%

Control of Adolescents' Arbitrary Matching‐to‐sample by Positive and Negative Stimulus Relations

Stromer

Osborne

1982

J Exper Analysis Behavior

108

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In Experiment 1, four developmentally delayed adolescents were taught an A-B matchingto-sample task with nonidentical stimuli: given Sample Al, select Comparison Bl; given A2, select B2. During nonreinforced test trials, appropriate matching occurred when B stimuli appeared as samples and A stimuli as comparisons, i.e., the sample and comparison functions were symmetrical (B-A matching). During A-B or B-A matching test trials in which familiar samples and correct comparisons were presented along with novel comparisons, the subjects selected the correct comparisons. In tests with familiar samples and both incorrect and novel comparisons, subjects selected the novel comparisons, demonstrating control by both positive ("matching") and negative ("nonmatching") stimulus relations in A-B and B-A arrays. In Experiment 2, 12 developmentally delayed subjects were taught a two-stage arbitrary-matching task (e.g., A-B, C-B matching). Test sessions showed sample-comparison symmetry (e.g., B-A, B-C matching) and derived sample-comparison relations (e.g., A-C, C-A matching) for 11 subjects. These subjects also demonstrated control by positive and negative stimulus relations in the derived relations.

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“…Nos últimos anos, têm sido realizados vários estudos por profissionais de diferentes áreas e abordagens teóricas quanto à aquisição de vocabulário (Vincent-Smith, Bricker & Bricker, 1974;Dixon, 1977;Carey, 1982;de Rose, de Souza, Rossito & de Rose, 1992;Golinkoff, Mervis & Hirsh-Pasek, 1994;Mervis & Bertrand, 1995;Wilkinson, Dube & McIlvane, 1996;McIlvane, Wilkinson & de Souza, 2000;Costa, Wilkinson, McIlvane & de Souza, 2001;Costa e de Souza, 2003). Entre esses estudos surgiu uma nova perspectiva sobre a aprendizagem da fala quanto à nomeação de objetos e eventos.…”

Section: Universidade Católica De Goiás Brasilunclassified

Aquisição De Vocabulário: Efeito De Estímulos Novos No Controle De Respostas

Tizo

Simonassi

2012

REBAC

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RESUMOO presente estudo verificou em três experimentos como crianças em seus primeiros anos de vida aprendem a relacionar palavras novas a objetos ou eventos. O Experimento 1, com 10 crianças de 2,5 a 4 anos, verificou os efeitos sobre o responder: a) da presença de uma figura nova quando uma palavra nova era ditada; e b) do acréscimo da terminação de plural em uma palavra nova ditada na presença de um conjunto de figuras de um mesmo estímulo novo. Os resultados mostraram que o estímulo novo controlou o responder da maioria das crianças, independente da dica lexical. O Experimento 2, realizado com seis crianças de 2 anos e dois meses a 3 anos e seis meses de idade, avaliou se a substituição dos estímulos conhecidos por outros estímulos conhecidos reduziria a utilização desses estímulos nas respostas aos novos estímulos. Observou-se, como no Experimento 1, que as crianças continuaram respondendo nas figuras conhecidas quando uma palavra nova era ditada. O Experimento 3 verificou se a alteração da posição dos estímulos de comparação modificaria o responder de quatro crianças com 2 anos e oito meses a 4 anos de idade. Observou-se uma diminuição significativa de respostas para as figuras conhecidas quando uma palavra nova era ditada. Concluiu-se que a presença do estímulo "novo" controlou o comportamento das crianças durante os três experimentos realizados e que a dica lexical não exerceu controle sobre a resposta.Palavras-chave: comportamento verbal falado, novidade, pareamento com o modelo. ABSTRACTThe present study investigated in three experiments how children in their first years of life learn to relate new words to objects or events. The first experiment, with ten children aged between 2.5 and 4 years, investigated the behavioral effects of: a) a new picture present when a new word was dictated; and b) inclusion of the plural ending in a new word (lexical tip) when it was spoken in the presence of a set of figures of the same stimulus. Results showed that new stimuli controlled the majority of responses despite the lexical tip. Some responses of known stimuli to new spoken words were observed in the first and second experiments. Experiment 2, conducted with six children (ages from 2.2 to 3.6 years), investigated the effects of replacing known stimuli with other known pictures on responding to new spoken words. Results were similar to the first experiment: children continued to respond with known pictures to new spoken words. The third experiment was intended to investigate whether responses were modified by repositioning the comparative stimuli of four children aged from 2.7 to 4 years old. A significant reduction of responding with known pictures to new spoken words was observed. In conclusion, new stimuli controlled children's behavior during all three experiments, and lexical tips did not control the observed responses.Key words: spoken verbal behavior, novelty, pairing with model. AQUISIÇÃO DE VOCABULÁRIO: EFEITO DE ESTÍMULOS NOVOS NO CONTROLE DE RESPOSTAS VOCABULARY ACQUISITION: EFFECT OF NEW STIMULI ON C...

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Acquisition of Receptive Vocabulary in the Toddler-Age Child

Cited by 19 publications

References 5 publications

Sea Lions and Equivalence: Expanding Classes by Exclusion

Sea Lions and Equivalence: Expanding Classes by Exclusion

Control of Adolescents' Arbitrary Matching‐to‐sample by Positive and Negative Stimulus Relations

Aquisição De Vocabulário: Efeito De Estímulos Novos No Controle De Respostas

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