Do Targets with Persistent Responses Affect the Efficiency of Instruction?

Abstract

The efficacy and efficiency of instruction may be reduced as a result of persistent response patterns to targets. The current project exposed participants to tact training with one set of targets. Thereafter, the efficacy and efficiency of teaching different responses to the previously trained set of targets was compared to tact training with a novel set of targets. Results showed that targets with pre-established responses took longer to acquire than targets without pre-existing responses for both participants.