Assessing Control by Elements of Complex Stimuli in Delayed Matching to Sample

Stromer, Robert; McIlvane, William J.; Dube, William V.; Mackay, Harry A.

doi:10.1901/jeab.1993.59-83

Cited by 84 publications

(64 citation statements)

References 27 publications

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“…When it occurs, a casual evaluation of training effects could suggest more complex stimulus relations than actually exist. In procedures like the present one, therefore, it is necessary to test each possible relation between the complex stimulus elements separately (Stromer, McIlvane, Dube, & Mackay, 1993). For example, in the present study, after training with the A-O-''vowel'' complex sample, each possible combination of the sample elements was tested with each element as both sample and comparison.…”

Section: Discussionmentioning

confidence: 96%

“…Under such conditions, it is impossible for a participant to predict which sample element will appear as the correct comparison. Thus, the reinforcement contingencies encourage attention to all sample elements that can appear as comparisons (Baron & Menich, 1985;Stromer, McIlvane, Dube, & Mackay, 1993). Accordingly, the present procedure almost certainly promotes different types of stimulus-viewing behavior than traditional identity matching procedures that involve single-element stimuli.…”

Section: Methodsmentioning

confidence: 93%

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Classification of Vowels and Consonants by Individuals With Moderate Mental Retardation: Development of Arbitrary Relations via Match‐to‐sample Training With Compound Stimuli

Lane

Critchfield

1998

J of App Behav Analysis

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This study explored whether an identity‐matching‐based stimulus equivalence procedure could be used to teach vowel and consonant stimulus classes to 2 adolescent females with moderate mental retardation. Delayed match‐to‐sample trials presented a compound sample stimulus consisting of printed letters and a spoken word (“vowel” or “consonant”). The correct comparison stimulus matched only one of the letters in the compound sample. Subsequently, test trials assessed whether arbitrary relations had formed among the individual stimuli from each compound sample and whether stimuli from different compound samples had merged into larger stimulus classes. Both participants acquired five‐member classes of vowel and consonant stimuli, which subsequently generalized to vocal classification and to identification in the context of four‐letter words. Follow‐up tests showed that the generalized performances remained intact after 6 weeks. These procedures suggest an economical approach to stimulus class development.

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Section: Discussionmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 93%

Classification of Vowels and Consonants by Individuals With Moderate Mental Retardation: Development of Arbitrary Relations via Match‐to‐sample Training With Compound Stimuli

Lane

Critchfield

1998

J of App Behav Analysis

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“…Alternativas ao MTS típico têm sido investigadas com populações com necessidades especiais (Serna, Dube, & McIlvane, 1997;Stromer, McIlvane, Dube, & Mackay, 1993;Stromer, McIlvane, & Serna, 1993), entre elas o uso do emparelhamento multimodelo ou MTS adaptado (Gomes & de Souza, 2008;TEACCH, 1992) com pessoas com autismo. O MTS adaptado multimodelo apresenta, a cada tentativa, um estímulo modelo composto de tantos elementos quanto o número de estímulos de comparação e a tarefa do aprendiz é relacionar cada comparação ao seu respectivo elemento, componente do modelo composto.…”

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Ensino De Relações Entre Figuras E Palavras Impressas Com Emparelhamento Multimodelo a Crianças Com Autismo

Gomes¹,

Souza

Hanna

2016

REBAC

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RESUMOEste estudo avaliou a eficácia de um procedimento adaptado de emparelhamento com o modelo (MTS multimodelo, com modelos compostos e seleção dos estímulos de comparação correspondentes a cada elemento do modelo) no ensino de relações arbitrárias e na emergência de relações derivadas. Foram ensinadas relações entre palavras impressas e figuras e nomeação de figuras, e avaliadas as relações derivadas nomeação oral das palavras impressas, emparelhamento entre palavras ditadas-palavras impressas e palavras impressas-figuras. Três participantes com autismo aprenderam as relações arbitrárias, nomearam as palavras impressas e apresentaram as relações derivadas para parte dos estímulos. Os resultados estendem os achados sobre a eficácia do procedimento multimodelo adaptado, utilizado anteriormente em emparelhamento de identidade, à aprendizagem de relações arbitrárias e à emergência de habilidades rudimentares de leitura nessa população.Palavras-chave: aprendizagem relacional, emparelhamento com o modelo, modelos múltiplos, equivalência de estímulos, ensino de leitura, autismo ABSTRACT This study evaluated the efficacy of a multiple-sample matching-to-sample (MTS) procedure (MTS with compound samples and selection of all comparisons, each comparison corresponding to one element in the sample) for teaching arbitrary relations between pictures and printed words and to produce emergence of derived relations. Relations between printed words and pictures and picture naming were directly taught. Tests assessed derived oral naming of printed words, matching printed words to dictated words, matching printed words to pictures, and vice-versa. Three participants with autism learned the arbitrary relations, named printed words, and showed derived relations involving some of the stimuli. The results extend findings on the efficacy of the adapted multiple-sample procedure, previously used in identity matching, to learning of arbitrary relations and to the emergence of rudimentary reading skills in this population.

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“…For several years, our laboratory has been studying the problem of overselectivity using an analogue task, delayed matching to sample (DMTS) with multiple sample stimuli (e.g., Stromer, McIlvane, Dube, & Mackay, 1993). On each trial, two sample stimuli are presented (e.g., AB).…”

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confidence: 99%

Reduction of Stimulus Overselectivity With Nonverbal Differential Observing Responses

Dube

McIlvane

1999

J of App Behav Analysis

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164

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Three individuals with mental retardation exhibited stimulus overselectivity in a delayed matching-to-sample task in which two sample stimuli were displayed on each trial. Intermediate accuracy scores indicated that participants could match one of the samples but not both of them. Accuracy in a baseline condition was compared to accuracy with a differential observing response procedure. This procedure prompted participants to make simultaneous identity-matching responses that required observation and discrimination of both sample stimuli. These observing responses were never followed by differential consequences. When observing responses were prompted, participants' accuracy scores improved. In a return to the baseline condition, when differential observing responses were no longer prompted, accuracy returned to intermediate levels. The results show that stimulus overselectivity can be greatly reduced by a behavioral intervention that controls observing behavior and verifies discrimination, but that exposure to such procedures alone may be insufficient for lasting benefits.

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Assessing Control by Elements of Complex Stimuli in Delayed Matching to Sample

Cited by 84 publications

References 27 publications

Classification of Vowels and Consonants by Individuals With Moderate Mental Retardation: Development of Arbitrary Relations via Match‐to‐sample Training With Compound Stimuli

Classification of Vowels and Consonants by Individuals With Moderate Mental Retardation: Development of Arbitrary Relations via Match‐to‐sample Training With Compound Stimuli

Ensino De Relações Entre Figuras E Palavras Impressas Com Emparelhamento Multimodelo a Crianças Com Autismo

Reduction of Stimulus Overselectivity With Nonverbal Differential Observing Responses

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