The importance of multiple exemplar instruction in the establishment of novel verbal behavior

Abstract

According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.

Competing stimulus assessments: A systematic review

“…Inconsistencies in terminology limit the application and refinement of the technology in question, breed confusion in practice, and preclude or impede synthesis of published data. In the interest of maintaining technicality in procedural naming (e.g., Jarmolowicz, & Lattal, 2010;LaFrance & Tarbox, 2020), it would be advantageous for researchers and clinicians to use the term "CSA" only when a no-stimulus control condition is used to evaluate the extent of PB reduction. In the absence of a no-stimulus control condition or trial, the extent of reinforcer competition under the stimulus conditions of the assessment will not be objectively definable (i.e., reductions in PB as a function of access to the test stimulus cannot be quantified).…”

The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers

“…MEI involves an environmental history of differential reinforcement where training involves rotation between operants such as echoics, listener responses, and tacts to each stimulus (Fiorile & Greer, 2007;Gilic & Greer, 2011;Greer & Longano, 2010;Greer & Ross, 2008;Greer, Stolfi, Chavez-Brown, & Rivera-Valdes, 2005;Greer, Stolfi, & Pistoljevic, 2007;Holth, 2017;LaFrance & Tarbox, 2019;Nuzzolo-Gomez & Greer, 2004). Rather than teaching echoics separately, Greer and colleagues (e.g., Fiorile & Greer, 2007;Gilic & Greer, 2011;Greer & Longano, 2010;Greer & Ross, 2008;Greer et al, 2005;Greer et al, 2007) have usually provided opportunities for echoic responses during matching-to-sample (MTS) in which the researcher tacts the sample stimulus.…”

Teaching comprehension of double‐meaning jokes to young children

“…Future studies could ask participants why the jokes they told were funny, and this may provide greater insight into the degree of comprehension of jokes told by participants during baseline and posttraining sessions. It may also be helpful to investigate ways to promote the emergence of joke‐telling from humor comprehension or vice versa, perhaps by using more exemplars of joke‐telling throughout the study or by teaching both in an interspersed format, similar to multiple exemplar instruction (LaFrance & Tarbox, 2019 ).…”