Reversal Learning Set and Functional Equivalence in Children with and Without Autism.
To evaluate whether children with and without autism could exhibit (a) functional equivalence in the course of yoked repeated-reversal training and (b) reversal learning set, 6 children, in each of two experiments, were exposed to simple discrimination contingencies with three sets of stimuli. The d...
| Publicado en: | Psychological Record Vol. 58; no. 1; pp. 15 - 37 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Psychological Record
Winter2008
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| 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=508023681&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508023681 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: Winter2008 vid: 58 iid: 1 pid: 761 pub: Psychological Record artinfo: ui: 508023681 ppf: 15 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 7.2MB tig: atl: Reversal Learning Set and Functional Equivalence in Children with and Without Autism. aug: au: Lionello-DeNolf, Karen M. McIlvane, William J. Canovas, Daniela S. DeSouza, Deisy G. Barros, Romariz S. su: Autistic children Discrimination learning Autism Prognosis sug: subj: Autistic children Discrimination learning Autism Prognosis ab: To evaluate whether children with and without autism could exhibit (a) functional equivalence in the course of yoked repeated-reversal training and (b) reversal learning set, 6 children, in each of two experiments, were exposed to simple discrimination contingencies with three sets of stimuli. The discriminative functions of the set members were yoked and repeatedly reversed. In Experiment 1, all the children (of preschool age) showed gains in the efficiency of reversal learning across reversal problems and behavior that suggested formation of functional equivalence. In Experiment 2, 3 nonverbal children with autism exhibited strong evidence of reversal learning set and 2 showed evidence of functional equivalence. The data suggest a possible relationship between efficiency of reversal learning and functional equivalence test outcomes. Procedural variables may prove important in assessing the potential of young or nonverbal children to classify stimuli on the basis of shared discriminative functions. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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