Learning Symmetrical Relations Facilitates Emergence of Intraverbals after Reading a Text: Effects on Reading Comprehension.
We studied the effect of prior learning of symmetrical intraverbals on the emergence of complex intraverbals after reading a text. In Experiment 1, eighteen 7- and 8-year-old children read a text with sentences in which A and B stimuli and B and C stimuli were related (e.g., "The Alps" to "Mont Blan...
| Publicado en: | Psychological Record Vol. 73; no. 1; pp. 13 - 32 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Mar2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=162728082&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 162728082 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Mar2023 vid: 73 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 162728082 10.1007/s40732-022-00532-y ppf: 13 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.9MB tig: atl: Learning Symmetrical Relations Facilitates Emergence of Intraverbals after Reading a Text: Effects on Reading Comprehension. aug: au: Pérez-González, Luis Antonio Oltra, Javier affil: Department of Psychology, University of Oviedo, Plaza Feijóo s/n. Despacho 217, 33003, Oviedo, Spain su: Blanc, Mont (France & Italy) Reinforcement (Psychology) Learning Reading comprehension Verbal behavior Comprehension testing Prior learning sug: subj: Reinforcement (Psychology) Learning Blanc, Mont (France & Italy) Reading comprehension Verbal behavior Comprehension testing Prior learning keyword: Emergence Intraverbals Reading Stimulus relations Symmetry Emergence Intraverbals Reading Stimulus relations Symmetry ab: We studied the effect of prior learning of symmetrical intraverbals on the emergence of complex intraverbals after reading a text. In Experiment 1, eighteen 7- and 8-year-old children read a text with sentences in which A and B stimuli and B and C stimuli were related (e.g., "The Alps" to "Mont Blanc," and to "Falcon"). Thereafter, all ABC intraverbals (e.g., C–A—"Name the mountain range of the falcon") were probed without reinforcement with written stimuli and written responses. In Condition 1, six children learned before intraverbals that relate the categories to the exemplars that served as stimuli in the text (e.g., "Name a mountain"—"Mont Blanc"—Exemplars) and learned intraverbals that relate the exemplars to the categories (e.g., "What is the Mont Blanc?"—"A mountain"—Categories.) In Conditions 2 and 3, 12 children did not learn Categories or neither Exemplars and Categories. All children in Condition 1 demonstrated the emergence of all ABC intraverbals, but not all children in Conditions 2–3 demonstrated emergence. Experiment 2 controlled that text presentations and teaching trials did not affect the results and replicated the effect. Therefore, learning simple discriminations symmetrical to one another facilitates further emergence with more complex discriminations—intraverbals—which evidence reading comprehension. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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