Effects of the Acquisition of Prerequisite Behavior on the Learning of Nonvocal Verbal Behavior and Vocal Imitation in Children With Severe Retardation

Luciano, Mario; Polaino-Lorente, Aquilino.

doi:10.1007/bf03394951

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…The introduction of delays during training and testing was done in order to test for generalized listener behavior and naming in a way which more closely resembles natural learning conditions, where infants are asked for objects whose names were presented some time ago. The MET was similar to that used in other studies to establish generalized response classes, for example, imitation (Baer, Peterson, & Sherman, 1967), attention (Luciano & Polaino-Lorente, 1986;McIlvane, Dube, & Callahan, 1996), say-do correspondence (Luciano, Barnes-Holmes, & Barnes-Holmes, 2002;Luciano, Herruzo, & Barnes-Holmes, 2001), and arbitrary relational responding (Barnes-Holmes, Barnes-Holmes, Smeets, Strand, & Friman, 2004).…”

Section: Experiments 1: Multiple Exemplar Training In Receptive Symmetrymentioning

confidence: 99%

The Role of Multiple‐exemplar Training and Naming in Establishing Derived Equivalence in an Infant

Luciano

Becerra

Valverde

2007

J Exper Analysis Behavior

124

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The conditions under which symmetry and equivalence relations develop are still controversial. This paper reports three experiments that attempt to analyze the impact of multiple-exemplar training (MET) in receptive symmetry on the emergence of visual-visual equivalence relations with a very young child, Gloria. At the age of 15 months 24 days (15m24d), Gloria was tested for receptive symmetry and naming and showed no evidence of either repertoire. In the first experiment, MET in immediate and delayed receptive symmetrical responding or listener behavior (from object-sound to immediate and delayed sound-object selection) proceeded for one month with 10 different objects. This was followed, at 16m25d, by a second test conducted with six new objects. Gloria showed generalized receptive symmetry with a 3-hr delay; however no evidence of naming with new objects was found. Experiment 2 began at 17m with the aim of establishing derived visual-visual equivalence relations using a matching-to-sample format with two comparisons. Visual-visual equivalence responding emerged at 19m, although Gloria still had not shown evidence of naming. Experiment 3 (22m to 23m25d) used a three-comparison matching-to-sample procedure to establish visual-visual equivalence. Equivalence responding emerged as in Experiment 2, and naming emerged by the end of Experiment 3. Results are discussed in terms of the history of training in bidirectional relations responsible for the emergence of visual-visual equivalence relations and of their implications for current theories of stimulus equivalence.

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Section: Experiments 1: Multiple Exemplar Training In Receptive Symmetrymentioning

confidence: 99%

The Role of Multiple‐exemplar Training and Naming in Establishing Derived Equivalence in an Infant

Luciano

Becerra

Valverde

2007

J Exper Analysis Behavior

124

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“…The range of observing responses accrues, including conditioned reinforcement for the correspondence between what is observed and what is produced. Observations involving the senses of smell, taste, oral mouthing, touch, and the relation between being touched and touching progress (Luciano & Polaino-Lorente, 1986;Meltzoff, 1996;Meltzoff & Moore, 1983). Derived relations between the behavior of caretakers and the child accrue, including touching and imitation, because of the conditioned reinforcement for correspondence (Meltzoff, 1983;Peláez-Nogueras et al, 1997;Poulson, Kymiss, Reeve, Andreatos, & Reeve, 1991).…”

Section: Emitted Behavior and Sensory Experiencesmentioning

confidence: 99%

The Integration of Speaker and Listener Responses: A Theory of Verbal Development

2009

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“…These cusps fall into four categories: (a) preverbal foundational cusps, (b) listener response cusps, (c) speaker cusps, and (d) the cusps that show the joining of the listener and speaker between individuals and within the behavior of the individual. Preverbal foundation cusps include observing responses (orienting to or prolonged observing of faces and voices, two‐ and three‐dimensional stimuli), generalized imitation, and echoing (Greer & Longano, 2010; see also Luciano & Polaino, 1986, which highlighted the importance of training orienting responses). Again, according to VBDT, preverbal foundational cusps set the stage for subsequent verbal cusps.…”

Section: A Verbal Behavior Developmental Theory Of Bidirectional Namingmentioning

confidence: 99%

Verbal behavior development theory and relational frame theory: Reflecting on similarities and differences

Sivaraman

Barnes‐Holmes

Greer

et al. 2023

J Exper Analysis Behavior

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Relational frame theory and verbal behavior development theory are two behavioranalytic perspectives on human language and cognition. Despite sharing reliance on Skinner's analysis of verbal behavior, relational frame theory and verbal behavior development theory have largely been developed independently, with initial applications in clinical psychology and education/development, respectively. The overarching goal of the current paper is to provide an overview of both theories and explore points of contact that have been highlighted by conceptual developments in both fields. Verbal behavior development theory research has identified how behavioral developmental cusps make it possible for children to learn language incidentally. Recent developments in relational frame theory have outlined the dynamic variables involved across the levels and dimensions of arbitrarily applicable relational responding, and we argue for the concept of mutually entailed orienting as an act of human cooperation that drives arbitrarily applicable relational responding. Together these theories address early language development and children's incidental learning of names. We present broad similarities between the two approaches in the types of functional analyses they generate and discuss areas for future research.

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Effects of the Acquisition of Prerequisite Behavior on the Learning of Nonvocal Verbal Behavior and Vocal Imitation in Children With Severe Retardation

Cited by 4 publications

References 12 publications

The Role of Multiple‐exemplar Training and Naming in Establishing Derived Equivalence in an Infant

The Role of Multiple‐exemplar Training and Naming in Establishing Derived Equivalence in an Infant

The Integration of Speaker and Listener Responses: A Theory of Verbal Development

Verbal behavior development theory and relational frame theory: Reflecting on similarities and differences

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