The acquisition of generalized matching in children with developmental delays.

Abstract

Identity matching-to-sample consists of matching a sample stimulus to the corresponding identical comparison stimulus from an array of comparison stimuli (Brown, Brown, & Poulson, 1995). For example, if a learner were presented with an array of stimuli such as a block, car, and spoon (the comparison stimuli), then handed a spoon (the sample stimulus), and told to match, the learner should then place that spoon next to the comparison spoon. After the learner has acquired the ability to match all of the three objects, the experimenter could assess whether he or she had also acquired generalized matching-to-sample by using three different objects, such as a plate, sock, and cup to determine if the learner could match the given sample stimulus with the correct comparison stimulus. If the learner is able to correctly match the novel stimuli, then he or she has acquired a generalized identity matching-to-sample repertoire (Brown, et al., 1995). Identity matching-to-sample has been demonstrated with various animal species such as pigeons (Cummings & Berryman, 1961; Cummings, Berryman, & Cohen, 1965; Wright, Cook, Rivera, Sands, & Delius, 1988), California sea lions (Pack, Herman, & Roitblat, 1991), bottle nosed dolphins (Herman & Gordon, 1974; Herman, Honvancik, Gory, Bradshaw, 1989), infant chimpanzees (Oden, Thompson, & Premack, 1988), and macaque monkeys (Washburn, Hopkins, & Rumbaugh, 1989; as cited by Brown et al., 1995). Not only did all of the aforementioned experimenters intend to determine whether or not the various species of animals could acquire an identical matching-to-sample repertoire, but also, would a generalized repertoire develop as well. Cumming and Berryman (1961) were unable to get generalized matching with pigeons; however, Cumming, Berryman, and Cohen (1965) got low levels of generalized matching with their pigeons, and Wright, Cook, Rivera, Sands, and Delius (1988) got high levels of generalized matching with their pigeons (as cited by Brown et al., 1995). Dolphins demonstrated generalized matching (Herman & Gordon, 1974; Herman et al., 1989), as did infant chimpanzees (Oden et al., 1988; as cited by Brown et al., 1995). Following identity matching-to-sample training, California sea lions demonstrated some generalization (Pack et al. 1991) and it is unclear if macaque monkeys acquired a generalized matching repertoire (Washburn et al., 1989; as cited by Brown et al., 1995). Children under five years of age can acquire identity matching-to-sample, but no attempt seems to have been made to assess generalization (Dixon & Dixon, 1978; Lutzer, 1987; Daehler, Lonardo, & Bukatko, 1979; as cited by Brown, et al., 1995). If a skill is going to be targeted for acquisition, it should be taught not only to mastery, but the generalization of that skill needs to be targeted as well. However, Brown, Brown, and Poulson (1995) demonstrated that three typically developing children were able to acquire generalized identity matching-to-sample. While many manuals recommend training matching-to-sample to young children with developmental disabilities (Lovaas, 1981; Taylor, & McDonough, 1996), we have not found any literature actually showing that traditional matching-to-sample can be achieved by young children with developmental disabilities. And although, Saunders and Sherman (1986) taught matching-to-sample to three developmentally delayed teenagers; and all three children demonstrated generalized matching repertoire (as cited by Brown et al., 1995) there is still a need to demonstrate not only matching-to-sample, but also generalized matching in young children with developmental delays. And while generalized matching is an interesting theoretical issue, presumably it is also of considerable practical importance, as the children will have little opportunity to use their matching skills with the specific stimulus used in training. The acquisition of an identity matching repertoire will be of little value to the child if that child has not acquired a generalized matching repertoire, so that he or she can use that skill in a variety of educational and practical contexts where the matching task involves novel, untrained stimuli. …