The Effects of Multiple Exemplar Instruction on the Relation between Listener and Intraverbal Categorization Repertoires

Autor/inn/en	Lechago, Sarah A.; Carr, James E.; Kisamore, April N.; Grow, Laura L.
Titel	The Effects of Multiple Exemplar Instruction on the Relation between Listener and Intraverbal Categorization Repertoires
Quelle	In: Analysis of Verbal Behavior, 31 (2015) 1, S.76-95 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-015-0027-1
Schlagwörter	Preschool Children; Verbal Communication; Listening Skills; Responses; Naming; Theories; Teaching Methods; Classification; Training; Novelty (Stimulus Dimension) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Ausbildung
Abstract	We evaluated the effects of multiple exemplar instruction (MEI) on the relation between listener and intraverbal categorization repertoires of six typically developing preschool-age children using a nonconcurrent multiple-probe design across participants. After failing to emit intraverbal categorization responses following listener categorization training, participants were exposed to MEI in the form of alternating response forms (listener and intraverbal) during categorization training with novel stimulus sets. For two participants for whom there was some evidence of emergent intraverbal responding, responding was variable. For the remaining four participants, 32 to 99 MEI trial blocks produced minimal improvement in responding or no emergent responding at all. The results are discussed in terms of Skinner's analysis of verbal behavior and naming theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01