Order of Stimulus Presentation Influences Children's Acquisition in Receptive Identification Tasks

Autor/inn/en	Petursdottir, Anna Ingeborg; Aguilar, Gabriella
Titel	Order of Stimulus Presentation Influences Children's Acquisition in Receptive Identification Tasks
Quelle	In: Journal of Applied Behavior Analysis, 49 (2016) 1, S.58-68 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.264
Schlagwörter	Kindergarten; Males; Receptive Language; Identification; Task Analysis; Auditory Stimuli; Visual Stimuli; Comparative Analysis; Discrimination Learning; Mastery Learning + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Rezeptive Kommunikationsfähigkeit; Identifikation; Identifizierung; Aufgabenanalyse; Auditive Stimulation; Lernen; Lernprozess
Abstract	Receptive identification is usually taught in matching-to-sample format, which entails the presentation of an auditory sample stimulus and several visual comparison stimuli in each trial. Conflicting recommendations exist regarding the order of stimulus presentation in matching-to-sample trials. The purpose of this study was to compare acquisition in receptive identification tasks under 2 conditions: when the sample was presented before the comparisons (sample first) and when the comparisons were presented before the sample (comparison first). Participants included 4 typically developing kindergarten-age boys. Stimuli, which included birds and flags, were presented on a computer screen. Acquisition in the 2 conditions was compared in an adapted alternating-treatments design combined with a multiple baseline design across stimulus sets. All participants took fewer trials to meet the mastery criterion in the sample-first condition than in the comparison-first condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01