STIMULUS CONTROL SHAPING AND RELATIONAL LEARNING IN MENTAL RETARDATION

  • Wilkinson, Krista M. (PI)
  • Wilkinson, Krista M. (PI)
  • MCILVANE, WILLIAM (PI)
  • STODDARD, LAWRENCE (PI)
  • STODDARD, LAWRENCE (PI)
  • SERNA, RICHARD (PI)
  • MCILVANE, WILLIAM (PI)
  • DUKE, WILLIAM (PI)
  • STROMER, ROBERT (PI)
  • Green, Gina (PI)
  • DUBE, WILLIAM (PI)
  • STODDARD, LAWRENCE (PI)
  • SERNA, RICHARD (PI)
  • MCILVANE, WILLIAM (PI)
  • DUKE, WILLIAM (PI)
  • STROMER, ROBERT (PI)
  • Green, Gina (PI)
  • DUBE, WILLIAM (PI)
  • STODDARD, LAWRENCE (PI)
  • CARLIN (PI)
  • SERNA, RICHARD (PI)
  • STROMER (PI)
  • OROSS, STEPHEN (PI)
  • DEUTSCH (PI)
  • MCILVANE, WILLIAM (PI)
  • DUKE, WILLIAM (PI)
  • STROMER, ROBERT (PI)
  • Green, Gina (PI)
  • STODDARD, LAWRENCE (PI)
  • CARLIN, MICHAEL (PI)
  • Mitchell, Teresa (PI)
  • SERNA, RICHARD (PI)

Project: Research project

Project Details

Description

This application seeks support for a five-year study of relational
discrimination learning processes in individuals with severe to moderate
intellectual disabilities. The overall goal is to complete the
development of an effective, integrated set of programmed methods for
teaching relational discriminations to our subject population. Work
accomplished in the first grant period has made substantial progress
toward this goal. Further, it led to promising new methods for teaching
the first instances of generalized identity (same/different) and
arbitrary (symbolic) matching-to-sample to individuals who do not learn
with standard teaching procedures. Results of our studies also pointed
to stimulus control processes that had been only poorly appreciated in
past work. Studies proposed for the next grant period will follow up and
further analyze these processes. The Specific Aims of Project 1 are to:
(1) identify the critical features of procedures that have proven
effective in teaching relational discrimination; (2) determine whether
newly developed programmed procedures for teaching identity matching to
sample can be adapted to teach arbitrary matching; (3) evaluate the
effectiveness of sample stimulus control shaping (i.e., making gradual
changes in formal stimulus characteristics) for teaching arbitrary
stimulus-stimulus relations to individuals who do not learn such
relations readily; (4) develop assessment procedures that could
potentially maximize the efficiency of sample shaping programs by
pretests that empirically determine the effective program steps for each
subject individually; (5) begin to consolidate the sample shaping
assessment and teaching procedures into an automated, computer-managed
program of instruction.
StatusFinished
Effective start/end date1/1/017/31/13

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