The effects of multiple exemplar instruction on generating functional interdependence between listener and intraverbal categorization repertoires
Year: 2009
Type: dissertation
Abstract: The results of the present study extend the literature on multiple exemplar instruction (MEI) by demonstrating that MEI was ineffective in producing functional interdependence between listener and intraverbal categorization repertoires. Four typically developing children between the ages of 3 years 11 months and 4 years 7 months participated in the study in which two categorization types (listener and intraverbal) were targeted. Previous research has demonstrated functional independence between these two categorization response forms (Petursdottir, Carr, Lechago, & Almason, 2008). The present study examined the efficacy of MEI in the form of alternating categorization response forms (listener and intraverbal) during training in producing emergent intraverbal categorization responding after training listener categorization responses. For two participants for whom there was some evidence of functional interdependence between listener and intraverbal categorization repertoires, responding was variable. For the remaining two participants, 72 to 100 MEI training trials produced minimal improvement in responding or no functional interdependence at all. The results are discussed in terms of Skinner's analysis of verbal behavior and naming theory (Horne & Lowe, 1996).
Author: Sarah A. Lechago
Institution: Western Michigan University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W141543862