Induction of naming after observing visual stimuli and their names in children with autism

Carnerero, José Julio; Pérez-González, Luis Antonio

doi:10.1016/j.ridd.2014.06.004

Cited by 35 publications

(23 citation statements)

References 41 publications

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“…The tacts emerged in all participants who experienced the pairing procedures. These results replicated those of previous studies regarding the effect of the pairing procedure for producing the emergence of tacts (Carnerero and Pérez-González 2014;Pérez-González et al 2011, 2014b. The selections emerged in three of the four participants of each experimental condition.…”

Section: Discussionsupporting

confidence: 89%

“…From a developmental perspective, Cahill and Greer (2014) and other studies (e.g., Carnerero and Pérez-González 2014) suggest that a person reaches the point of emitting precise skills after observing two or three paired stimuli, in a generalized way, only after that person has received specific experiences, some of which involve contingencies. That is, after receiving a MEI procedure or after repeated cycles of teaching and probing, a person is able to demonstrate novel operants after observing two or three paired stimuli.…”

Section: Discussionmentioning

confidence: 94%

“…Greer and Ross (2008) pointed out that a typically-developing child can observe an adult saying the name of an object and after just this observation both the tact and the object selection emerge without further teaching. This form of naming has been denominated pairing naming by Carnerero and Pérez-González (2014) and Pérez-González et al (2014b), full naming by Greer and Ross (2008;p. 149), and a naturalistic naming experience by Longano and Greer (2014; also see Longano, 2008).…”

mentioning

confidence: 99%

“…149), and a naturalistic naming experience by Longano and Greer (2014; also see Longano, 2008). We consider tact-selection teaching naming and pairing naming as two different capabilities (Carnerero and Pérez-González 2014;Pérez-González 2015). Pairing naming has been demonstrated by presenting children objects and saying its name and probing the tacts and the selections without reinforcement (Carnerero and Pérez-González 2014;Pérez-González et al 2011, 2014bLongano and Greer 2014;Rosales et al 2012;Shanman 2013).…”

mentioning

confidence: 99%

“…We consider tact-selection teaching naming and pairing naming as two different capabilities (Carnerero and Pérez-González 2014;Pérez-González 2015). Pairing naming has been demonstrated by presenting children objects and saying its name and probing the tacts and the selections without reinforcement (Carnerero and Pérez-González 2014;Pérez-González et al 2011, 2014bLongano and Greer 2014;Rosales et al 2012;Shanman 2013). We have also demonstrated that some children who demonstrate tact-selection teaching naming do not demonstrate pairing naming , 2014b, which suggests that pairing naming is acquired later in development than tact-selection teaching naming.…”

mentioning

confidence: 99%

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Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing

Carnerero

Pérez-González

2015

Psychol Rec

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We analyzed the emergence of intraverbals, tacts, and selection in response to names spoken by the experimenter as a result of observing auditory stimulus pairing in 12 typical developing adults randomly assigned to two experimental and one control condition. In Part 1, four sounds of musical instruments were paired with their respective names spoken by the experimenter; in Part 2, the sounds were paired with their native country names spoken by the experimenter. Participants in Condition 1 received the pairing sequence of Parts 1 and 2; participants in Condition 2 received the pairing sequence of Parts 2 and 1. After pairing, tacts emerged in all participants and selections emerged in most participants. After the completion of the two pairing phases, intraverbals emerged in three participants of Condition 1. The participants of Condition 2 also demonstrated instances of emergence, but fewer than those of Condition 1. Thus, the sequence of the pairing phases influenced the emergence. Moreover, the intraverbals with the country as responses emerged more quickly than the intraverbals with the instrument as responses. The findings have direct implications on the teaching procedures to facilitate these types of emergence.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 94%

mentioning

confidence: 99%