Comparison of trial-and-error and graduated stimulus change procedures across tasks

Richmond, G.; Bell, James J.

doi:10.1016/0270-4684(86)90010-8

Cited by 14 publications

(3 citation statements)

References 17 publications

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“…Through research accomplished in the past 5 years, one can now envision a more complete and possibly more broadly effective program for teaching matching-to-sample baselines to subjects with developmental limitations or disabilities. It would begin by using any of several prompting methods to establish simple form discrimination (e.g., Richmond & Bell, 1986;cf. Sidman & Stoddard, 1966) and perhaps the initial identity matching baseline (Rosenberger et al, 1972).…”

Section: Discussionmentioning

confidence: 99%

Teaching Arbitrary Matching via Sample Stimulus‐control Shaping to Young Children and Mentally Retarded Individuals: A Methodological Note

Zygmont

Lazar

Dube

et al. 1992

J Exper Analysis Behavior

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Two experiments demonstrated the efficacy of sample stimulus-control shaping programs for teaching arbitrary matching to 4 subjects who did not acquire the performances via standard methods (i.e., differential reinforcement and, in two cases, comparison intensity fading). All 4 had previously demonstrated identity matching with two-dimensional forms. Identity matching performances were then transformed into arbitrary matching by gradually changing the sample stimuli until they no longer resembled the comparison stimuli. Where applicable, these methods may have advantages over others that have been used after the failure of standard techniques.

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Section: Discussionmentioning

confidence: 99%

Teaching Arbitrary Matching via Sample Stimulus‐control Shaping to Young Children and Mentally Retarded Individuals: A Methodological Note

Zygmont

Lazar

Dube

et al. 1992

J Exper Analysis Behavior

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“…Indeed, the stimulus control programming methods discussed so far have been developed explicitly because mere differential reinforcement technique are often ineffective with such individuals (Sidman & Stoddard, 1967; Richmond & Bell, 1986). Moreover, until recently, we have had only limited success in research aimed at using programming methods to overcome overselective attending.…”

Section: A Way Forward?mentioning

confidence: 99%

Teaching stimulus–stimulus relations to minimally verbal individuals: reflections on technology and future directions

McIlvane

Gerard

Kledaras

et al. 2016

European Journal of Behavior Analysis

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This paper discusses recent methodological approaches and investigations that are aimed at developing reliable behavioral technology for teaching stimulus-stimulus relations to individuals who are minimally verbal and show protracted difficulty in acquiring such relations. The paper has both empirical and theoretical content. The empirical component presents recent data concerning the possibility of generating rapid relational learning in individuals who do not initially show it. The theoretical component (1) considers decades of methodological investigations with this population and (2) suggests a testable hypothesis concerning some individuals exhibit unusual difficulties in learning. Given this background, we suggest a way forward to better understand and perhaps resolve these learning challenges.

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“…Essas diferenças confirmam relatos da literatura que mostram melhores desempenhos em treinos discriminativos com procedimentos de mudança gradual do que com o procedimento de tentativa-e-erro (e.g., Everett, 1977;Griffiths & Griffiths, 1976;Richmond & Bell, 1986). Logo, os dados desta pesquisa estendem os resultados de estudos anteriores para: tarefas de discriminação simples de posição apresentadas no computador; crianças pré-escolares com desenvolvimento normal e delineamento intra-sujeito.…”

Section: Desempenhos Nos Treinosunclassified

Discriminação Simples E Comportamento Conceitual De Posição: Influência De Diferentes Tipos De Treino

Melo¹,

Jesus²,

Hanna³

2016

REBAC

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RESUMOComportamento conceitual envolve o estabelecimento de classes de estímulos com discriminação interclasses e generalização intraclasse. Esta pesquisa verificou a relação entre o tipo de modificação dos estímulos nos treinos discriminativos e a aquisição de discriminações e de comportamento conceitual de posição. Quinze crianças de 4-6 anos realizaram tarefas de discriminação simples de posição. Três condições experimentais com treino discriminativo diferente (modificação gradual -MG, múltiplos exemplares -ME e sem modificação -SM dos estímulos utilizados no treino) foram realizadas com todas as crianças. Os participantes deveriam selecionar, em cada condição, o estímulo cujo elemento relacional se localizava dentro, em cima ou à esquerda do elemento de referência. Os treinos foram intercalados com um teste de comportamento conceitual que apresentava estímulos treinados e novos que se diferenciavam apenas com relação à dimensão crítica. Resultados do treino mostraram altos escores nas três condições e menos erros com o Treino MG. Nos testes de comportamento conceitual, desempenhos acima do acaso foram obtidos apenas após o Treino SM. A modificação gradual de estímulos e a utilização de múltiplos exemplares reduziram os erros nos treinos e facilitaram o estabelecimento de discriminações entre estímulos treinados. O treino discriminativo SM com diversas tentativas com os pares de estímulos finais, que diferem apenas na dimensão relevante, produziu comportamento conceitual. Combinar os procedimentos parece, portanto, necessário para acelerar a aquisição das discriminações, prevenir subprodutos dos erros e para gerar controle de estímulos pelas dimensões relevantes.Palavras-chave: aprendizagem sem erro, modelagem de controle de estímulos, múltiplos exemplares, tentativae-erro, discriminação de posição, pré-escolares. ABSTRACTConceptual behavior encompasses formation of stimulus classes with discrimination between classes and generalization within class. This research verified the relationship between the type of stimulus modification during discrimination training and the acquisition of position discrimination and related conceptual behavior. Fifteen 4-6 year-old children were exposed to simple position discrimination tasks. Three experimental conditions (gradual change -MG; multiple exemplars -ME; and no change -SM, of S+ and S-stimuli) were programmed for all participants. Participants should select in one condition the stimulus which had a relational element placed inside, over or on the left of a reference element. Training of a different position was interspersed with tests of conceptual behavior which presented for selection trained and new stimuli which differed only in respect to the critical dimension. In general, the percentage of correct responses during the training was high for all conditions with fewer errors in MG. During conceptual behavior tests, however, percentages of correct responses were above chance level only after the SM discriminative training. Procedures MG and ME reduced errors and fa...

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Comparison of trial-and-error and graduated stimulus change procedures across tasks

Cited by 14 publications

References 17 publications

Teaching Arbitrary Matching via Sample Stimulus‐control Shaping to Young Children and Mentally Retarded Individuals: A Methodological Note

Teaching Arbitrary Matching via Sample Stimulus‐control Shaping to Young Children and Mentally Retarded Individuals: A Methodological Note

Teaching stimulus–stimulus relations to minimally verbal individuals: reflections on technology and future directions

Discriminação Simples E Comportamento Conceitual De Posição: Influência De Diferentes Tipos De Treino

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