Deriving relations at multiple levels of complexity following minimal instruction: A demonstration.

التفاصيل البيبلوغرافية
العنوان:	Deriving relations at multiple levels of complexity following minimal instruction: A demonstration.
المؤلفون:	Paranczak JL; Department of Special Education, Vanderbilt University, Nashville, TN, USA., Lambert JM; Department of Special Education, Vanderbilt University, Nashville, TN, USA., Ledford JR; Department of Special Education, Vanderbilt University, Nashville, TN, USA., Copeland BA; Department of Special Education, Vanderbilt University, Nashville, TN, USA., Macdonald MJ; Department of Special Education, Vanderbilt University, Nashville, TN, USA.
المصدر:	Journal of applied behavior analysis [J Appl Behav Anal] 2024 Mar; Vol. 57 (2), pp. 408-425. Date of Electronic Publication: 2024 Mar 04.
نوع المنشور:	Journal Article
اللغة:	English
بيانات الدورية:	Publisher: Wiley-Blackwell Country of Publication: United States NLM ID: 0174763 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1938-3703 (Electronic) Linking ISSN: 00218855 NLM ISO Abbreviation: J Appl Behav Anal Subsets: MEDLINE
أسماء مطبوعة:	Publication: [Malden, MA] : Wiley-Blackwell Original Publication: [Ann Arbor, Mich., Society for the Experimental Analysis of Behavior]
مواضيع طبية MeSH:	Learning*, Child ; Humans
مستخلص:	Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning for most verbally competent humans. Four children (ages 5-8) participated in this project. In Study 1, we provided decontextualized discrete trial teaching to establish arbitrary relations between colors, pictures of characters, and researcher motor actions. All participants engaged in derivative responding, providing evidence of relational framing. Subsequently, we demonstrated that, with no additional instruction, these derivatives contributed to effective action within a socially valid context (i.e., Candyland gameplay). Study 2 extended the demonstration by teaching frames of opposition. Following teaching, all participants engaged in novel and contextually appropriate responding that entailed the derivation of both coordination and opposition between untrained stimuli. This outcome demonstrates how teaching simple relations can result in learning that manifests at higher levels of complexity (i.e., relational networking), providing some evidence that there can be socially valid benefits to decontextualized discrete trial instruction. (© 2024 The Authors. Journal of Applied Behavior Analysis published by Wiley Periodicals LLC on behalf of Society for the Experimental Analysis of Behavior (SEAB).)
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فهرسة مساهمة:	Keywords: discrete trial teaching; generalization; naturalistic instruction; relational frame theory; stimulus equivalence
تواريخ الأحداث:	Date Created: 20240304 Date Completed: 20240403 Latest Revision: 20240403
رمز التحديث:	20240403
DOI:	10.1002/jaba.1067
PMID:	38436116
قاعدة البيانات:	MEDLINE

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تدمد:	1938-3703
DOI:	10.1002/jaba.1067