Emergence Of Intraverbals Research Articles

Emergence of intraverbals after reading a text: learning principles involved in reading comprehension

ABSTRACT We studied the effect of learning two symmetrical verbal relations in areading comprehension task. We explored emergence of intraverbals after 7- and 8-year-old children read ashort text with sentences in which a word A was related to B and B to C(e.g., “Argentina,” “Buenos Aires,” and “El Botánico”). Thereafter, all ABC intraverbal combinations (e.g., C-A– “Name the country of El Botánico”) were probed without reinforcement with written stimuli and responses. In Experiments 1 and 2, seven of 12 children demonstrated the emergence of all intraverbals. In Experiments 3 and 4, 6 experimentally naïve children and the five children who failed to demonstrate the emergence of all intraverbals learned first simpler, symmetrical intraverbals (e.g., that acountry is Argentina and that Argentina is acountry). All 11 children immediately demonstrated the emergence of all ABC intraverbals. Thus, results evidence reading comprehension facilitated by learning symmetrical intraverbals.

The effects of listener and tact training on the emergence of intraverbals among children with autism.

The effects of listener and tact training on the emergence of intraverbals among children with autism.

Emergência de intraverbais a partir do treino de tatos com Precision Teaching


 Indivíduos com TEA (Transtorno do Espectro do Autismo) podem apresentar dificuldades de comunicação, tais como déficits na emissão de intraverbais durante interação social. Ao longo dos anos, pesquisadores vêm testando diversos procedimentos para o ensino desta habilidade (Kodak, Fuchtman e Paden (2012); McMorrow, Foxx, Faw, e Bittle (1987); Cihon, White, Zimmerman, Gesick, Stordahl & Eshleman (2017)). Este trabalho objetivou avaliar se o ensino de tatos tematicamente relacionados a níveis fluentes poderia resultar na emergência de intraverbais. Utilizou-se delineamento de linha de base múltipla entre categorias, de sujeito único, e foram realizadas cinco etapas de ensino: (1) treino de tato, (2) treino de fluência de tato, (3) sonda de persistência (endurance), (4) sonda de estabilidade (stability) e (5) sonda de retenção (retention). Os resultados indicaram que a habilidade intraverbal emergiu a partir do treino fluente de tatos tematicamente relacionados com uso de Ensino Preciso (Precision Teaching), sem necessidade de treino direto. Estudos futuros podem investigar a emergência com indivíduos que não emitem intraverbais para nenhuma categoria, e também comparar o tempo de aquisição entre o treino direto e o treino de fluência de tato com um mesmo sujeito. O presente estudo apresenta limitações quanto ao contexto no qual foi realizado e participante (setting terapêutico e história de reforçamento de seguir instruções), e quanto à forma de apresentação dos estímulos (sinalização das categorias temporal e visualmente).

Emergence of intraverbals with categories as responses after learning intraverbals with elements in reverse stimulus-response functions

ABSTRACTWe explored transfer between two types of intraverbals with 26 five- and six-year-old children. We taught Exemplar intraverbals, in which she asked for an exemplar of a category – e.g. “Name a city” – “Buenos Aires” and probed the emergence of Categories, by asking without reinforcement for the category of the corresponding exemplar – e.g. “What is Buenos Aires” – “A city.” Seven children demonstrated emergence. The remaining children were randomly assigned to four conditions. They received cycles in which they learned the failed Categories –in Condition 1- or Categories with novel stimuli –in Condition 2, received the same experience with a novel stimulus set, and were probed again. Conditions 3 and 4 were control conditions. Seven children in Conditions 1 to 3 demonstrated emergence, but there were not clear differences across conditions. Thus, Category intraverbals emerged, but receiving experiences in which Categories are taught does not facilitate the emergence of further Categories.

Emergence of Intraverbals with Antonyms Derived From Relations with Verbal and Nonverbal Stimuli

The present research studied the emergence of intraverbals with antonyms (e.g., “Name the opposite of empty”–“Full”) derived from learning skills with verbal and nonverbal stimuli. Five 3-year-old children learned to select the nonverbal comparison identical to a sample stimulus or of an opposite category from the sample, with a conditional discrimination procedure (e.g., selecting an empty cup in the presence of an empty cup when the contextual stimulus was “same” and selecting a full cup when the contextual stimulus was “opposite”). Then, an intraverbal probe related to these concepts was presented (e.g., “Name the opposite of empty”–“Full”). If the participant failed in the intraverbal probe, additional skills were taught or probed, and the intraverbal probe was repeated, which included conditional discriminations with more verbal stimuli than the initial conditional discrimination (e.g., selecting a full cup when told, “Point to the opposite of ‘empty’”). All 5 children demonstrated the emergence of most or all intraverbals. Two children received the sequence with a second stimulus set; they showed the emergence of intraverbals quicker than with the first stimulus set. Thus, the emergence of intraverbals after learning relations with nonverbal stimuli was demonstrated in young children. The identification of the skills present when the intraverbals emerged suggests that learning some of these skills is required for emergence, and they may be important to understand the emergence of verbal skills.

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

This research explored some factors involved in the emergence of intraverbals as demonstrated by Perez-Gonzalez, Herszlikowicz, and Williams (2008) in three experiments. Eleven adults learned to say the chemical elements corresponding to two chemical groups (the A-B relations) and to say the atomic numbers of two elements (the B-C relations). Thereafter, we probed the relations that result from combining these stimuli. For example, we asked the groups corresponding to the atomic numbers (the C-A relations). In Experiment 1, we taught A-B and B-C and probed the remaining relations without additional teaching. In Experiment 2, with Categories, participants learned to say the categories of the exemplars (i.e., “What is polonium?” –the correct answer was “an element”). In Experiment 3, with Exemplars, participants learned to say the exemplars of the categories (i.e., “Name a chemical element”; the correct answers were the two chemical elements). The Categories facilitated emergence in some but not all participants. The Exemplars was shown to be effective in promoting the emergence of the emergent relations. These results indicate that the simpler intraverbals (Categories and Exemplars) play a role in the emergence of the more complex intraverbals.