Emergent Tact Control Following Stimulus Pairing: Comparison of Procedural Variations

We examined emergent tact control following stimulus pairing, using 2 different stimulus presentation arrangements. In the word-first condition, presentation of the auditory stimulus preceded the visual stimulus, and in the image-first condition, the visual stimulus preceded the auditory stimulus. Eight children (2–5 years old) participated. In Experiment 1, 4 children were exposed to 3 sessions in each condition with a new set of stimuli in each session. In Experiment 2, 2 of the same children received repeated exposure to the same stimulus sets. Experiment 3, with new participants, was identical to Experiment 1, except visual and auditory stimuli overlapped during the presentation. Postsession probes documented emergent stimulus control over 1 or more vocal responses for 7 of the 8 participants. Participants were more likely to make echoic responses with the visual stimulus present in the word-first condition; however, emergent tact control was unaffected by the order of the stimulus presentation. Additional research is needed on stimulus-pairing procedures and on the role of echoic responding in emergent tact control.     

The effects of listener and speaker training on emergent relations in children with autism

The current study assessed the use of standard conditional discrimination (i.e., listener) and textual/tact (i.e., speaker) training in the establishment of equivalence classes containing dictated names, tacts/textual responses, pictures and printed words. Four children (ages 5 to 7 years) diagnosed with autism were taught to select pictures and printed words in the presence of their dictated names, and to emit the tact or textual response corresponding to a presented picture or printed word. Both speaker and listener training resulted in the formation of stimulus classes for 3 of 4 participants.     

A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Several researchers have compared the effectiveness of tact or textual prompts to echoic prompts for teaching intraverbal behavior to young children with autism. We extended this line of research by comparing the effectiveness of visual (textual or tact) prompts to echoic prompts to teach intraverbal responses to three young adults with autism. An adapted alternating treatments design was used with 2 to 3 comparisons for each participant. The results were mixed and did not reveal a more effective prompting procedure across participants, suggesting that the effectiveness of a prompting tactic may be idiosyncratic. The role of one’s learning history and the implications for practitioners teaching intraverbal behavior to individuals with autism are discussed.     

Effects of Multiple Exemplar Training on the Emergence of Derived Relations in Preschool Children Learning a Second Language

We evaluated the facilitative effects of multiple exemplar training (MET) on the establishment of derived tact relations in typically developing children. A multiple-probe design across stimulus sets was implemented to introduce MET. Participants were first taught to conditionally relate dictated names in English to their corresponding objects (listener behavior; A-B relations), followed by tests for derived tacts (B-A relations). If participants failed these tests, MET was implemented whereby tact relations were explicitly taught with novel stimulus sets, followed by test probes with the original training set. MET continued with novel stimuli until participants met criterion for the emergence of derived tact relations or after exposure to three MET sets. Results indicated failed tests for tact relations following direct training in listener relations, and marked improvements in derived tact relations following MET across all participants.     

The Effects of Auditory Tact and Auditory Imagining Instructions on the Emergence of Novel Intraverbals

The current research investigated whether intraverbals would emerge following auditory tact instruction. Participants were first taught to tact auditory stimuli by providing the name of the item or animal that produces the sound (e.g., saying “eagle” when presented with the recording of an eagle cawing). Following test probes for simple intraverbals as well as intraverbal categorization participants were taught to tact what each auditory stimulus is (e.g., saying “caw” when presented with the recording of an eagle cawing). Following both tact instructional phases, the effects of an auditory imagining instruction procedure on target intraverbals were examined. Results indicate that following both tact instructional phases, intraverbals increased for three of four participants. Auditory imagining instruction was sufficient for two of four participants to reach mastery criterion, and two of four participants needed some direct instruction. Low covariation between simple intraverbal and categorization was also observed. Functional interdependence between tacts and intraverbals and the possible role of a conditioned hearing response are discussed.     

Stimulus equivalence, generalization, and contextual stimulus control in verbal classes

Stimulus generalization and contextual control affect the development of equivalence classes. Experiment 1 demonstrated primary stimulus generalization from the members of trained equivalence classes. Adults were taught to match six spoken Icelandic nouns and corresponding printed words and pictures to one another in computerized three-choice matching-to-sample tasks. Tests confirmed that six equivalence classes had formed. Without further training, plural forms of the stimuli were presented in tests for all matching performances. All participants demonstrated virtually errorless performances. In Experiment 2, classifications of the nouns used in Experiment 1 were brought under contextual control. Three nouns were feminine and three were masculine. The match-to-sample training taught participants to select a comparison of the same number as the sample (i.e., singular or plural) in the presence of contextual stimulus A regardless of noun gender. Concurrently, in the presence of contextual stimulus B, participants were taught to select a comparison of the same gender as the sample (i.e., feminine or masculine), regardless of number. Generalization was assessed using a card-sorting test. All participants eventually sorted the cards correctly into gender and number stimulus classes. When printed words used in training were replaced by their picture equivalents, participants demonstrated almost errorless performances.     

Using Transfer Procedures to Teach Tacts to a Child with Autism

This applied study attempted to evaluate a combination of transfer procedures commonly used to teach tacts to children with autism. A receptive to echoic to tact transfer and an echoic to tact transfer procedure were combined during 5-min instructional sessions to teach tacts to a seven-year-old vocal child with autism. A multiple baseline design across three sets of ten tacts was used. Without the teaching procedure, the child acquired no target tacts. With the 5-min teaching procedure implemented first with Set 1 then with Sets 2 and 3, respectively, the child acquired thirty new tacts over sixty teaching sessions. The results have wide application for children with and without autism who need instruction to learn tacts.     

Rules Infants Look By: Testing the Assumption of Transitivity in Visual Salience

What drives infants’ attention in complex visual scenes? Early models of infant attention suggested that the degree to which different visual features were detectable determines their attentional priority. Here, we tested this by asking whether two targets—defined by different features, but each equally salient when evaluated independently—would drive attention equally when pitted head‐to‐head. In Experiment 1, we presented 6‐month‐old infants with an array of Gabor patches in which a target region varied either in color or spatial frequency from the background. Using a forced‐choice preferential‐looking method, we measured how readily infants fixated the target as its featural difference from the background was parametrically increased. Then, in Experiment 2, we used these psychometric preference functions to choose values for color and spatial frequency targets that were equally salient (preferred), and pitted them against each other within the same display. We reasoned that if salience is transitive, then the stimuli should be iso‐salient and infants should therefore show no systematic preference for either stimulus. On the contrary, we found that infants consistently preferred the color‐defined stimulus. This suggests that computing visual salience in more complex scenes needs to include factors above and beyond local salience values.     

An Evaluation of Two Tact-Training Procedures on Acquired Tacts and Tacting During Play

A common practice in tact training is to include a supplemental verbal stimulus (e.g., “What is it?”) in addition to the presentation of a nonverbal discriminative stimulus. Previous literature has suggested that this supplemental verbal stimulus can impede acquisition and generalization relative to the presentation of the object alone, as it may establish faulty stimulus control or decrease spontaneous tacting. Research has yet to compare these 2 training methods on the generalization of learned tacts to more naturalistic, play-based environments. The present study evaluated the use of “What is it?” compared to the presentation of only the nonverbal discriminative stimulus on tact acquisition among 3 children with autism spectrum disorder and the extent to which these training procedures led to tacting in a play-based setting following discrete-trial training. Overall, participants learned to tact stimuli under both conditions, and all participants demonstrated generalization of tacts in a play-based setting. Recommendations for the development and evaluation of naturalistic posttraining assessment are discussed.     

Multiple exemplar instruction and the emergence of generative production of suffixes as autoclitic frames

We report 2 experiments that tested the effects of multiple exemplar instruction (MEI) across training sets on the emergence of productive autoclitic frames (suffixes) for 6 preschoolers with and without language-based disabilities. We implemented multiple exemplar tact instruction with subsets of stimuli whose "names" contained the suffix "-er" denoting the comparative form of adjectives. Subsets of stimuli included regular, irregular, and contrived tacts containing the target relational autoclitic frame in order to determine if our MEI procedure would induce the abstraction of the frame across all stimulus sets. In the second experiment, additional tasks were introduced to the participants to control for a possible sequence effect. A nonconcurrent multiple probe design was used to evaluate the functional relation between MEI and emergence of untaught tact responses containing the comparative adjective "-er." The results of both experiments showed relations between MEI and novel, untaught tact responses containing the target autoclitic frame; the second experiment showing a functional relation. The results are discussed in terms of environmental sources for productive verbal behavior.     

The Role of Joint Control in the Manded Selection Responses of Both Vocal and Non-vocal Children with Autism

In the present study, joint-control training was applied when teaching manded selection responses to children with autism. Four vocal children with autism participated in the first experiment, two males (ages seven and eight) and two females (ages seven and nine). The results showed that it was only after object-word naming was trained under joint control that the symmetrical performance of manded selection responses appeared with no additional training. Four non-vocal children with autism participated in the second experiment, two males (ages six and seven), and two females (ages twelve and thirteen). These results also showed that it was only after the joint tact/self-mimetic/sequelic control training that the symmetrical performance of manded selection responses appeared with no additional training.     

Nonconscious processing of sexual information: a generalization to women

Sexually competent stimuli may nonconsciously activate sexual memory and set up sexual responding. In men, subliminally presented sexual pictures facilitated recognition of sexual information. The goal of the two experiments reported here was to investigate to what extent this result can be generalized to women. A direct replication in women failed in Experiment 1. In Experiment 2, besides the male-oriented sexual picture set, pictures of two other sets were presented: female-oriented sexual pictures and baby pictures. Effects of the menstrual cycle were also examined. In Experiment 2 only male-oriented pictures showed a facilitation effect. Sensitivity for reproductive stimuli was enhanced during the midluteal phase. Like men, women may nonconsciously recognize a stimulus as sexual. This recognition process seems unrelated to the potential of the stimulus to elicit subjective arousal.     

Further Evaluation of Prompting Tactics for Establishing Intraverbal Responding in Children With Autism

We compared prompting tactics to establish intraverbal responding (question answering) in four boys with autism. Based on the results of intraverbal, textual, echoic, and tact pretests, we compared vocal and picture prompts with three participants, and textual, vocal, and picture prompts with one participant. We also evaluated repeated acquisition with different question sets, and included a concurrent-chains arrangement, in which initial link selections determined which prompting procedure occurred in the terminal link. All the prompting procedures were effective in establishing intraverbal responding, but vocal prompts resulted in the fewest trials to criterion for all four participants during the initial prompt comparison. However, the results were less consistent for the second comparison. The concurrent chains arrangement revealed a clear preference for picture prompts for one participant, but the results for the others were inconclusive.     

Nonconscious processing of sexual information: A generalization to women

Sexually competent stimuli may nonconsciously activate sexual memory and set up sexual responding. In men, subliminally presented sexual pictures facilitated recognition of sexual information (Spiering, Everaerd, & Janssen, 2003). The goal of the two experiments reported here was to investigate to what extent this result can be generalized to women. A direct replication in women failed in Experiment 1. In Experiment 2, besides the male‐oriented sexual picture set, pictures of two other sets were presented: female‐oriented sexual pictures and baby pictures. Effects of the menstrual cycle were also examined. In Experiment 2, only male‐oriented pictures showed a facilitation effect. Sensitivity for reproductive stimuli was enhanced during the midluteal phase. Like men, women may nonconsciously recognize a stimulus as sexual. This recognition process seems unrelated to the potential of the stimulus to elicit subjective arousal.     

2‐Year‐Olds’ Speech Understanding in Multitalker Environments

Infants and toddlers are often spoken to in the presence of background sounds, including speech from other talkers. Prior work has suggested that infants 1 year of age and younger can only recognize speech when it is louder than any distracters in the environment. The present study tests 24‐month‐olds’ ability to understand speech in a multitalker environment. Children were presented with a preferential‐looking task in which a target voice told them to find one of two objects. At the same time, multitalker babble was presented as a distracter, at one of four signal‐to‐noise ratios. Children showed some ability to understand speech and look at the appropriate referent at signal‐to‐noise ratios as low as ?5 dB. These findings suggest that 24‐month‐olds are better able to selectively attend to an interesting voice in the context of competing distracter voices than are younger infants. There were significant correlations between individual children’s performance and their vocabulary size, but only at one of the four noise levels; thus, it does not appear that vocabulary size is the driving factor in children’s listening improvement, although it may be a contributing factor to performance in noisy environments.     

Behavioral and Cortical Measures of Infants' Visual Expectations

Features of the habituation paradigm were combined with the visual expectation paradigm to examine behavioral and cortical indexes of infants' visual expectations. Eight 3‐month‐old infants watched an alternating picture sequence while their eye movements were videotaped and their cortical electrophysiological activity (event‐related potential [ERP]) was recorded. Two ERP epochs were examined: a 3,000‐msec stimulus‐locked epoch included 1,000 msec before stimulus onset through 1,000 msec after stimulus offset; and a 1,200‐msec response‐locked epoch included 700 msec before saccade onset through 500 msec after the saccade. All infants anticipated upcoming pictures, and eye movement latencies for pictures that were not anticipated were comparable to saccade latencies reported in other visual expectation studies of infants at this age. Three components were identified in the stimulus‐locked ERP waveform: a slowly developing negativity prior to picture onset, a postonset negative slow wave, and a late negative deflection that peaked about 750 msec after picture onset. All stimulus‐locked components were larger for familiar than for unfamiliar pictures; prestimulus negativity was also greater before anticipated pictures. The response‐locked waveform contained 2 prominent features: a slowly increasing negative shift (NS) that began about 500 msec before saccade onset and a positive presaccadic potential that occurred about 30 to 90 msec before the saccade. Response‐locked components were larger for anticipatory saccades at the frontal scalp site; for reactive saccades, response‐locked components were larger at the vertex. Results are informative about ERPs in infants, cortical control of eye movements, and the development of visual expectations.     

The effect of joint control training on the acquisition and durability of a sequencing task

Gutierrez (2006) experimentally demonstrated the effects of joint control and particularly the role of response mediation in the sequencing behavior of adults using an unfamiliar language. The purpose of the current study was to replicate and extend the procedures used by Gutierrez by comparing the effects of joint control training with the effects of a prompt-and-fade procedure on the acquisition of a sequencing task. The effects of each procedure on delayed sequencing behavior were also tested. Ten undergraduate students participated in 2 experiments. The results indicated that all participants acquired the sequencing response in fewer trials and maintained accurate delayed responding when the component responses necessary for joint control were directly taught. Finally, when the self-echoic mediation component was blocked, accurate responding deteriorated in 8 of 10 participants.     

The effects of alternating mand and tact training on the acquisition of tacts

Two training procedures were compared with respect to the average number of training trials it took to teach new verbal responses to normal children. Mand contingencies were alternated with tact contingencies in one condition while only tact contingencies were in effect in the other condition. Normal, preschool children served as subjects and toy parts were the objects that were to be named. The results indicated that it took, on the average, fewer trials to teach part names (tacts) in the mand-tact condition than in the tact only condition. Although more research is needed to confirm this, it appears that mand contingencies involve stronger controlling variables and can facilitate the acquisition of a tact repertoire.

     

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

The purpose of this project was to demonstrate untrained vocal requests in three adults with severe developmental disabilities. Specifically, we evaluated whether a history of reinforced relational responding would give rise to untrained vocal requests for novel items. Participants were first taught to request preferred items using their category names. They were then taught conditional discriminations between pictures of preferred items that were categorically related. Finally, participants were tested for their abilities to request items that had not been originally presented during request training, using their category names. All participants demonstrated untrained requests, and for some participants, changes in the mand repertoire were accompanied by changes in the tact repertoire. Some participants also showed generalization of skills across settings.