Kelly Kleinert-Ventresca, R. Douglas Greer, Lauren Baldonado
{"title":"更复杂的偶然双向命名仅由暴露产生","authors":"Kelly Kleinert-Ventresca, R. Douglas Greer, Lauren Baldonado","doi":"10.1002/jeab.847","DOIUrl":null,"url":null,"abstract":"<p>Incidental bidirectional naming (Inc-BiN) has been defined as a verbal developmental cusp whereby children demonstrate learning the names of things as listener and speaker as a function of observation alone. Stimulus characteristics have been found to affect performance in tests for Inc-BiN. To further explore this effect, Experiment 1 compared untaught listener and speaker responses for novel familiar-type versus novel nonfamiliar-type stimuli with 20 first-grade students following naming experiences in which the participants observed each visual stimulus five times while hearing its name. Participants performed significantly better with familiar-type than with nonfamiliar-type stimuli. Experiment 2 examined the effects of a repeated-probe intervention to induce Inc-BiN with nonfamiliar-type stimuli. Participants were six first-grade students who demonstrated incidental unidirectional naming (i.e., acquired names as listener from exposure alone). Implementation of the intervention was staggered across dyads of participants in a multiple-probe, simultaneous-treatments design. One participant in each dyad received the intervention with nonfamiliar-type stimuli only and the other with both nonfamiliar- and familiar-type stimuli. Pre- and postintervention Inc-BiN probes with stimuli not included in the intervention suggested both conditions were effective in establishing Inc-BiN for nonfamiliar-type stimuli. These findings have implications for understanding the mechanisms underlying Inc-BiN.</p>","PeriodicalId":17411,"journal":{"name":"Journal of the experimental analysis of behavior","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"More complex incidental bidirectional naming results from exposure alone\",\"authors\":\"Kelly Kleinert-Ventresca, R. Douglas Greer, Lauren Baldonado\",\"doi\":\"10.1002/jeab.847\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Incidental bidirectional naming (Inc-BiN) has been defined as a verbal developmental cusp whereby children demonstrate learning the names of things as listener and speaker as a function of observation alone. Stimulus characteristics have been found to affect performance in tests for Inc-BiN. To further explore this effect, Experiment 1 compared untaught listener and speaker responses for novel familiar-type versus novel nonfamiliar-type stimuli with 20 first-grade students following naming experiences in which the participants observed each visual stimulus five times while hearing its name. Participants performed significantly better with familiar-type than with nonfamiliar-type stimuli. Experiment 2 examined the effects of a repeated-probe intervention to induce Inc-BiN with nonfamiliar-type stimuli. Participants were six first-grade students who demonstrated incidental unidirectional naming (i.e., acquired names as listener from exposure alone). Implementation of the intervention was staggered across dyads of participants in a multiple-probe, simultaneous-treatments design. One participant in each dyad received the intervention with nonfamiliar-type stimuli only and the other with both nonfamiliar- and familiar-type stimuli. Pre- and postintervention Inc-BiN probes with stimuli not included in the intervention suggested both conditions were effective in establishing Inc-BiN for nonfamiliar-type stimuli. These findings have implications for understanding the mechanisms underlying Inc-BiN.</p>\",\"PeriodicalId\":17411,\"journal\":{\"name\":\"Journal of the experimental analysis of behavior\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-04-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the experimental analysis of behavior\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jeab.847\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"BEHAVIORAL SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the experimental analysis of behavior","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jeab.847","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
More complex incidental bidirectional naming results from exposure alone
Incidental bidirectional naming (Inc-BiN) has been defined as a verbal developmental cusp whereby children demonstrate learning the names of things as listener and speaker as a function of observation alone. Stimulus characteristics have been found to affect performance in tests for Inc-BiN. To further explore this effect, Experiment 1 compared untaught listener and speaker responses for novel familiar-type versus novel nonfamiliar-type stimuli with 20 first-grade students following naming experiences in which the participants observed each visual stimulus five times while hearing its name. Participants performed significantly better with familiar-type than with nonfamiliar-type stimuli. Experiment 2 examined the effects of a repeated-probe intervention to induce Inc-BiN with nonfamiliar-type stimuli. Participants were six first-grade students who demonstrated incidental unidirectional naming (i.e., acquired names as listener from exposure alone). Implementation of the intervention was staggered across dyads of participants in a multiple-probe, simultaneous-treatments design. One participant in each dyad received the intervention with nonfamiliar-type stimuli only and the other with both nonfamiliar- and familiar-type stimuli. Pre- and postintervention Inc-BiN probes with stimuli not included in the intervention suggested both conditions were effective in establishing Inc-BiN for nonfamiliar-type stimuli. These findings have implications for understanding the mechanisms underlying Inc-BiN.
期刊介绍:
Journal of the Experimental Analysis of Behavior is primarily for the original publication of experiments relevant to the behavior of individual organisms.