Studies of exclusion in individuals with severe mental retardation

Mcllvane, W.J.; Kledaras, Joanne B.; Lowry, Msn Jolynn; Stoddard, Lawrence T.

doi:10.1016/0891-4222(92)90047-a

Cited by 40 publications

(40 citation statements)

References 11 publications

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“…This study was important to show that, given adequate baseline conditions and the necessary prerequisites guaranteed, the emergency of naming can occur even without the direct teaching of this performance, after a teaching by exclusion procedure. Similar results were later obtained with eight other individuals with intellectual disabilities (McIlvane et al, 1992, Experiment 1), using a similar procedure. The subjects named an undefined visual stimulus after a number of exposures to exclusion trials, ranging from three to 15.…”

Section: Introductionsupporting

confidence: 71%

“…In this study, both the exclusion trials, as well as the naming and learning probes, were performed in extinction. All children correctly completed all the exclusion trials, requiring between three and 10 trials to name the new stimuli, a number similar to that found in the study of McIlvane and Stoddard (1981) and McIlvane et al (1992) with individuals with intellectual disabilities.…”

Section: Introductionsupporting

confidence: 50%

“…In this context, humans systematically choose the undefined comparison stimulus, excluding the one previously related with a different sample to the one presented in the current trial (e.g., Bates, 1979;Costa, McIlvane, Wilkinson, & de Souza, 2001;Dixon, 1977;Domeniconi, Costa, de Souza, & de Rose, 2007;Grassmann, Stracke, & Tomasello, 2009;Grassmann, Schulze, & Tomasello, 2015;McIlvane, Bass, O'Brien, Gerovac, & Stoddard, 1984;McIlvane, Klendaras, Lowry, & Stoddard, 1992;Stromer & Osborne, 1982;Wilkinson, Rosenquist, & McIlvane, 2009). Wilkinson, de Souza, and McIlvane (2000) indicate that this performance is widely replicable, with diverse populations of different development levels.…”

Section: Introductionmentioning

confidence: 99%

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Learning by exclusion in individuals with autism and Down syndrome

Langsdorff

Domeniconi

Schmidt

et al. 2017

Psicol. Refl. Crít.

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This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.

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Section: Introductionsupporting

confidence: 71%

Section: Introductionsupporting

confidence: 50%

Section: Introductionmentioning

confidence: 99%

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Learning by exclusion in individuals with autism and Down syndrome

Langsdorff

Domeniconi

Schmidt

et al. 2017

Psicol. Refl. Crít.

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“…Studies with humans have shown that participants tend to choose the undefined comparison stimulus, thus responding away from or excluding the stimuli whose functions have already been established (c.f., Dixon, 1977;Dixon & Dixon, 1978;Ferrari, de Rose, & McIlvane, 1993;McIlvane, Kledaras, Lowry, & Stoddard, 1992).…”

Section: Exclusion Performance In Visual Simple Discrimination In Dogmentioning

confidence: 99%

Exclusion performance in visual simple discrimination in dogs (Canis familiaris).

Zaine¹,

Domeniconi²,

Costa³

2014

Psychology & Neuroscience

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Choices based on exclusion have been investigated in different species because of its emergent nature, leading to evidence of rudimentary symbolic behavior in non-verbal organisms. Simple discrimination procedures provide a simple method to investigate exclusion performance, in which each trial consists of the simultaneous presentation of two stimuli, one with a positive function (S+) and one with a negative function (S-). In exclusion probe trials, an undefined stimulus (UnS) is presented with a familiar S -, and choices based on exclusion may lead to choosing the UnS, excluding the previously known S -. Novelty control trials (S + /UnS) are also conducted to assess the possible preference for the UnS. In this case, if performance is not controlled by novelty, then the subjects must choose the S + and not the UnS. The present study investigated exclusion performance in visual simple simultaneous discrimination tasks in eight dogs. The results indicated that seven of eight dogs showed evidence of exclusion performance (p < .05). These findings corroborate the literature that shows that dogs are capable of responding by exclusion, suggesting that potentially symbolic behavior may rely on basic behavioral learning and conditioning principles.

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“…Apesar deste resultado obtido experimentalmente (a escolha de uma figura ou objeto indefinido quando um nome indefinido é ditado) ter sido observado com diferentes populações de crianças, quanto a idade, nacionalidade, nível de desenvolvimento intelectual e escolaridade (de Rose, de Souza, Rossito & de Rose, 1992;de Rose, de Souza & Hanna, 1996;Dixon, 1977;Golinkoff & cols., 1994;Hutchinson, 1986;Mervis & Bertrand, 1994;McIlvane, Bass, O' Brien, Gerovac, & Stoddard, 1984;McIlvane, Kledaras, Lowry, & Stoddard, 1992;McIlvane, Kledaras, Munson, King, de Rose & Stoddard, 1987;McIlvane, Munson & Stoddard, 1988;McIlvane & Stoddard, 1981;Stromer, 1989;Wilkinson, Dube & McIlvane, 1998), surgiu uma dúvida quanto a generalidade desse tipo de aprendizagem já que o mesmo não é adaptativo em algumas situações de aquisição de vocabulário. A eventual fixação em uma única correspondência nome-referente levaria o indivíduo a rejeitar mais de um nome para um único referente e atrapalharia a aquisição de palavras como sinônimo, adjetivo e nomes para partes de um objeto, animal ou evento (Costa, de Rose & de Souza, submetido).…”

Section: Universidade Católica De Goiás Brasilunclassified

Aquisição De Vocabulário: Efeito De Estímulos Novos No Controle De Respostas

Tizo

Simonassi

2012

REBAC

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RESUMOO presente estudo verificou em três experimentos como crianças em seus primeiros anos de vida aprendem a relacionar palavras novas a objetos ou eventos. O Experimento 1, com 10 crianças de 2,5 a 4 anos, verificou os efeitos sobre o responder: a) da presença de uma figura nova quando uma palavra nova era ditada; e b) do acréscimo da terminação de plural em uma palavra nova ditada na presença de um conjunto de figuras de um mesmo estímulo novo. Os resultados mostraram que o estímulo novo controlou o responder da maioria das crianças, independente da dica lexical. O Experimento 2, realizado com seis crianças de 2 anos e dois meses a 3 anos e seis meses de idade, avaliou se a substituição dos estímulos conhecidos por outros estímulos conhecidos reduziria a utilização desses estímulos nas respostas aos novos estímulos. Observou-se, como no Experimento 1, que as crianças continuaram respondendo nas figuras conhecidas quando uma palavra nova era ditada. O Experimento 3 verificou se a alteração da posição dos estímulos de comparação modificaria o responder de quatro crianças com 2 anos e oito meses a 4 anos de idade. Observou-se uma diminuição significativa de respostas para as figuras conhecidas quando uma palavra nova era ditada. Concluiu-se que a presença do estímulo "novo" controlou o comportamento das crianças durante os três experimentos realizados e que a dica lexical não exerceu controle sobre a resposta.Palavras-chave: comportamento verbal falado, novidade, pareamento com o modelo. ABSTRACTThe present study investigated in three experiments how children in their first years of life learn to relate new words to objects or events. The first experiment, with ten children aged between 2.5 and 4 years, investigated the behavioral effects of: a) a new picture present when a new word was dictated; and b) inclusion of the plural ending in a new word (lexical tip) when it was spoken in the presence of a set of figures of the same stimulus. Results showed that new stimuli controlled the majority of responses despite the lexical tip. Some responses of known stimuli to new spoken words were observed in the first and second experiments. Experiment 2, conducted with six children (ages from 2.2 to 3.6 years), investigated the effects of replacing known stimuli with other known pictures on responding to new spoken words. Results were similar to the first experiment: children continued to respond with known pictures to new spoken words. The third experiment was intended to investigate whether responses were modified by repositioning the comparative stimuli of four children aged from 2.7 to 4 years old. A significant reduction of responding with known pictures to new spoken words was observed. In conclusion, new stimuli controlled children's behavior during all three experiments, and lexical tips did not control the observed responses.Key words: spoken verbal behavior, novelty, pairing with model. AQUISIÇÃO DE VOCABULÁRIO: EFEITO DE ESTÍMULOS NOVOS NO CONTROLE DE RESPOSTAS VOCABULARY ACQUISITION: EFFECT OF NEW STIMULI ON C...

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Studies of exclusion in individuals with severe mental retardation

Cited by 40 publications

References 11 publications

Learning by exclusion in individuals with autism and Down syndrome

Learning by exclusion in individuals with autism and Down syndrome

Exclusion performance in visual simple discrimination in dogs (Canis familiaris).

Aquisição De Vocabulário: Efeito De Estímulos Novos No Controle De Respostas

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