## 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.

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.

Status | Finished |
---|---|

Effective start/end date | 1/1/01 → 7/31/13 |

## Fingerprint

Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.