Exclusion Learning and Emergent Symbolic Category Formation in Individuals with Severe Language Impairments and Intellectual Disabilities.
We evaluated formation of simple symbolic categories from initial learning of specific dictated word-picture relations through emergence of untaught or derived relations. Participants were 10 individuals with severe intellectual and language limitations. Three experimental categories were constructe...
| Published in: | Psychological Record Vol. 59; no. 2; pp. 187 - 206 |
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| Main Authors: | , , |
| Format: | Article |
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Psychological Record
Spring2009
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508056275&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508056275 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: Spring2009 vid: 59 iid: 2 pid: 761 pub: Psychological Record artinfo: ui: 508056275 ppf: 187 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.7MB tig: atl: Exclusion Learning and Emergent Symbolic Category Formation in Individuals with Severe Language Impairments and Intellectual Disabilities. aug: au: Wilkinson, Krista M. Rosenquist, Celia McIlvane, William J. su: Human behavior People with intellectual disabilities Psychology of learning Psycholinguistics Categorization (Psychology) sug: subj: Human behavior People with intellectual disabilities Psychology of learning Psycholinguistics Categorization (Psychology) ab: We evaluated formation of simple symbolic categories from initial learning of specific dictated word-picture relations through emergence of untaught or derived relations. Participants were 10 individuals with severe intellectual and language limitations. Three experimental categories were constructed, each containing 1 spoken word (Set A), 1 photograph (Set B), and 1 visual-graphic “lexigram” (Set C). Exclusion-based learning procedures were used to teach first the 3 auditory-visual relations (A-B relations) and then the 3 visual-visual relations (B-C relations) for each category. Seven participants acquired these initial relations. The untaught relations C-B and A-C were then assessed to evaluate the emergence of symbolic categories. Participants demonstrated virtually error-free performances on C-B and A-C derived relations. The study helps to define operationally a highly useful procedural path for systematic instruction in symbolic functioning for persons with intellectual and language disabilities associated with autism and other neurodevelopmental disorders. 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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