Emergence of Naming Relations and Intraverbals after Auditory Stimulus Pairing: Effects of Probing the Listening Skill First

Carnerero, José Julio; Pérez-González, Luis Antonio; Osuna, Guadalupe

doi:10.1007/s40732-019-00336-7

Cited by 9 publications

(15 citation statements)

References 30 publications

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“…1) and only visual (Exp. 2 and 3), thus continuing the line of study followed by Carnerero and Pérez‐González (2015), Carnerero et al (2019) and Guerrero et al (2015). As a result, this research aims to contribute toward the study of relational learning, providing new data on how to present several types of stimuli to promote the autonomous grouping of categories by each individual without explicit training.…”

Section: Introductionmentioning

confidence: 52%

“…In addition, studies by Carnerero and Pérez‐González (2015) and Carnerero et al (2019) revealed derived relations after pairing auditory stimuli in a sample of normally developed adults. They used the names of different instruments, their countries of origin, and distinctive sounds, through paired stimuli, to assess the emergence of naming and intraverbals through two independent variables: the use of pairing procedures and the order of stimulus presentation.…”

Section: Introductionmentioning

confidence: 95%

“…Auditory stimuli, for example, can be verbal or nonverbal, depending on whether they are issued by a human subject or by a musical instrument, respectively. In relation to number, an ever increasing number of studies have emerged that include the presentation of two antecedent stimuli in a discrimination (e.g., Alonso‐Álvarez, 2010; Alonso‐Álvarez & Pérez‐González, 2006; Augustson, Dougher, & Markham, 2000; Carnerero & Pérez‐González, 2015; Carnerero, Pérez‐González, & Osuna, 2019; Groskreutz et al, 2010; Guerrero, Alós, & Moriana, 2015; Miguel, Carr, & Michael, 2001; Miguel, Petursdottir, & Carr, 2005; Pérez‐González & Alonso‐Álvarez, 2008). Some of these investigations could be linked to the concept of multiple control described by Michael (2003).…”

Section: Introductionmentioning

confidence: 99%

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Auditory–Visual stimuli: Effects on derived relations with compound stimuli

Guerrero

Maldonado

Moriana

et al. 2020

Behavioral Interventions

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This research explored the effect of teaching conditional discriminations with three procedures on the derivation of 36 stimuli relations (derived relations). The stimuli used consisted of three characteristics musical instruments, along with the corresponding picture. In the first experiment six university students were trained with simple stimuli and tested with compound auditory–visual samples; therefore, a one‐to‐many structure was used. In the second experiment, auditory stimuli were replaced by visual stimuli, for the samples used, for new students. A third experiment was implemented with an extra phase of training with compound stimuli for six new students. The structure of the experiments was: pretests (Xbcd–A; Xacd–B; Xabd–C; Xabc–D), training (A–B; A–C; A–D), and posttests (same as pretests). The difference between these conditions was the kind of stimuli used and a new phase of teaching used in condition 3: (Xbcd–A). The results indicate that training with simple stimuli on discriminations that include stimuli that are easy to discriminate from each other (words and sounds) is a sufficient condition for good posttest performance. However, when comparisons are made difficult (words only), participants show better performance on new tests if they have a learning history with compound stimuli.

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Section: Introductionmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Auditory–Visual stimuli: Effects on derived relations with compound stimuli

Guerrero

Maldonado

Moriana

et al. 2020

Behavioral Interventions

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“…(2) a escassez de estudos sobre o efeito do SPOP na aquisição deste operante verbal; (3) a dificuldade de aquisição de intraverbais por crianças com TEA e sua importância para o desenvolvimento de habilidades sociais e acadêmicas (Sundberg & Sundberg, 2011); e (4) a importância de estabelecer repertórios socialmente relevantes como o aprendizado de segundo idioma (Cortez, Santos, Quintal, Silveira, & de Rose, 2019;Pérez-González, Herszlikowicz, & Williams, 2008), o presente estudo procurou comparar a eficácia do SPOP com um procedimento de apresentação contígua de estímulos (PACE) com requisição de resposta ecoica, 2015; Carnerero, Pérez-González, & Osuna, 2019;Vallinger-Brown & Rosales, 2014).…”

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“…Já o intraverbal emergiu completamente em 3 dos 8 participantes, parcialmente em 4 dos 8 e não emergiu para 1 participante. Carnerero et al (2019) replicaram Carnerero e Pérez-González (2015) e verificaram que testar primeiro o repertório de seleção após o SPOP resultou na aquisição de um número maior de intraverbais.…”

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Aquisição de intraverbais em crianças com autismo: efeitos do pareamento de estímulos e respostas ecoicas

Costa

Souza

2020

Psicol. USP

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Resumo O ensino de intraverbais para indivíduos com autismo tem sido realizado, principalmente, através de procedimentos que envolvem reforçamento diferencial. Recentemente, o procedimento de observação de pareamento de estímulos (SPOP) surgiu enquanto alternativa para verificar a emergência de repertórios verbais. O SPOP implica o pareamento de estímulos sem exigir outra resposta que a observação do pareamento. O ecoico tem sido apontado como facilitador na emergência de operantes verbais. O presente estudo comparou, com um delineamento de sondas múltiplas concorrentes com tratamento alternado adaptado, a eficácia do SPOP com um procedimento de apresentação contígua de estímulos com requisição de resposta ecoica na emergência de intraverbais em três crianças com autismo. Observou-se a eficácia do SPOP na indução de intraverbais e verificou-se o papel facilitador do ecoico. Discutem-se possíveis efeitos de interferência dos tratamentos, da extinção de respostas no contexto experimental e da utilização de reforçadores condicionados como parte do SPOP.

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A systematic review of empirical intraverbal research: 2015–2020

Jennings

Vladescu

Miguel

et al. 2021

Behavioral Interventions

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The impact of Verbal Behavior (Skinner, 1957) on behavior analytic research, although not immediate, has steadily increased. Empirical investigations of verbal operants initially focused on mands and tacts, yet other operants such as intraverbals, echoics, and autoclitics have started to receive more attention. Aguirre et al. (2016) reviewed intraverbal research between 2005 and 2015. The results showed an increase in intraverbal research, with studies mostly focused on direct intraverbal training and emergent behavior. The authors noted the substantial increase in intraverbal studies assessing emergence, suggesting a subsequent brief review would be beneficial. The purpose of the current review was to replicate and extend Aguirre et al. In addition to analyzing publication trends and research emphasis, we also identified and quantified the skill sets of participants, the method and components of training, and additional procedural details. The findings show a continued increase in intraverbal research, with empirical evidence supporting prerequisite skills.

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Emergence of Naming Relations and Intraverbals after Auditory Stimulus Pairing: Effects of Probing the Listening Skill First

Cited by 9 publications

References 30 publications

Auditory–Visual stimuli: Effects on derived relations with compound stimuli

Auditory–Visual stimuli: Effects on derived relations with compound stimuli

Aquisição de intraverbais em crianças com autismo: efeitos do pareamento de estímulos e respostas ecoicas

A systematic review of empirical intraverbal research: 2015–2020

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