Generalization of Naming Responses to Objects in the Natural Environment as a Function of Training Stimulus Modality With Retarded Children

Abstract

Picture-cards, photographs, and real objects were compared as training stimuli in order to determine which best facilitated the generalization of naming responses learned in a special training room to real objects in the natural environments of four retarded children. The amount of transfer of naming behavior between the three stimulus modes and the average amount of training time required per stimulus mode were also assessed. Three of the four children displayed considerably more generalization to the real objects in the natural environment when they were trained with real objects. The fourth child displayed substantial generalization regardless of the training stimulus mode. No particular training stimulus mode clearly facilitated the transfer of naming responses to other modes or greatly reduced training time. The results of two supplementary procedures conducted with one child showed that: (1) training in several environments facilitated generalization to real objects in the natural environment when real objects were used as training stimuli but not when picture-cards were used, and (2) transfer from picturecards to real objects was facilitated by training other picture-cards and the real objects portrayed by them at the same time.

NONVOCAL LANGUAGE ACQUISITION IN ADOLESCENTS WITH SEVERE PHYSICAL DISABILITIES: BLISSYMBOL VERSUS ICONIC STIMULUS FORMATS

“…Two recent studies on sign language have yielded somewhat mixed findings regarding the effects of iconicity on acquisition. Griffith and Robinson (1980) found that subjects acquired iconic sign-word pairs more rapidly than non-iconic pairs, while Kohl (1981) (Welch & Pear, 1980 The purpose of the present study was to conduct several comparative analyses within a nonvocal language training program. Three cerebral palsied adolescents received concurrent instruction in the use of both Blissymbolics and a pictorial language, and their acquisition rates were compared.…”

“…On the one hand, it has been argued that Bliss symbols might facilitate better transfer than pictorial stimuli since, in the Bliss system, "conceptualization of a thought or idea is not tied to a specific picture" (Harris- , 1975). On the other hand, results of a study comparing pictorial representations versus real objects in teaching object naming have suggested that formal similarity enhances generalization (Welch & Pear, 1980). Unfortunately, these studies provide not only conflict-6 SHIRT F FOOT N WATCH 243 i ing, but also indirect evidence regarding differential outcome with Bliss versus iconic stimulus formats, since none of the research to date has incorporated an experimental comparison of the two procedures.…”

A Model for Analyzing Instructional Components To Facilitate Generalization for Severely Handicapped Students

“…Natural vs. artificial materials There is considerable empirical information about the generalizability of tasks taught with natural (i.e., real, three-dimensional materials) vs. artificial materials. Welch and Pear (1980) studied severely handicapped children who were taught to receptively identify objects in the training environment using either threedimensional objects, Peabody pictures, or photographs. They found that the children trained with real objects more readily generalized to novel real objects in natural environments, and that training in multiple environments further facilitated this generalization.…”

The Individualized Curriculum Sequencing Model: Effects on Skill Acquisition and Generalization

“…Support for the learning effects of stimulus variation is well documented in the research literature. Systematically varying relevant and irrelevant stimulus conditions has been shown to be an important factor in facilitat ing generalized responding by learners with severe handicaps across novel objects, tasks, trainers, and set tings (e.g., Anderson & Spradlin, 1980;Handleman & Harris, 1980;Horner & McDonald, 1982;Welch & Pear, 1980). The present study investigated the effects of the ICS model in a preschool classroom for children with se vere disabilities.…”