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Cited by 163Child and Animal Learning DevelopmentBehavioral and Psychological StudiesCategorization, perception, and language

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THE ROLE OF MULTIPLE‐EXEMPLAR TRAINING AND NAMING IN ESTABLISHING DERIVED EQUIVALENCE IN AN INFANT

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Luciano, Carmen, Becerra, Inmaculada Gómez, Valverde, Miguel Rodríguez·2007·Journal of the Experimental Analysis of Behavior
DOI 10.1901/jeab.2007.08-06PMC PMC1868588
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Abstract

The conditions under which symmetry and equivalence relations develop are still controversial. This paper reports three experiments that attempt to analyze the impact of multiple‐exemplar training (MET) in receptive symmetry on the emergence of visual‐visual equivalence relations with a very young child, Gloria. At the age of 15 months 24 days (15m24d), Gloria was tested for receptive symmetry and naming and showed no evidence of either repertoire. In the first experiment, MET in immediate and delayed receptive symmetrical responding or listener behavior (from object‐sound to immediate and delayed sound‐object selection) proceeded for one month with 10 different objects. This was followed, at 16m25d, by a second test conducted with six new objects. Gloria showed generalized receptive symmetry with a 3‐hr delay; however no evidence of naming with new objects was found. Experiment 2 began at 17m with the aim of establishing derived visual‐visual equivalence relations using a matching‐to‐sample format with two comparisons. Visual‐visual equivalence responding emerged at 19m, although Gloria still had not shown evidence of naming. Experiment 3 (22m to 23m25d) used a three‐comparison matching‐to‐sample procedure to establish visual‐visual equivalence. Equivalence responding emerged as in Experiment 2, and naming emerged by the end of Experiment 3. Results are discussed in terms of the history of training in bidirectional relations responsible for the emergence of visual‐visual equivalence relations and of their implications for current theories of stimulus equivalence.

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Research works printed but not linked: 4

  1. Bzoch K. R., 2003, Receptive‐expressive emergent language test
  2. Cabello F., 2005, Aprendizaje relacional de distintas modalidades estimulares: Implicaciones de la conducta verbal. [Relational learning across different sensory modalities: Implications of verbal behavior]
  3. Fenson L., 1993, MacArthur communicative development inventories: User's guide and technical manual
  4. Horne P. J., 2000, Issues in experimental and applied analysis of human behavior, 127

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Metadata

Authors
Luciano, C., Becerra, I. G., & Valverde, M. R.
Affiliations
University of Almería (ES)
Corresponding author
Luciano, Carmen
ORCID
Venue
Journal of the Experimental Analysis of Behavior
Publisher
Wiley
Published
2007-05
Volume
87
Issue
3
Pages
349-365
ISSN
  • 0022-5002 (ISSN-L)
  • 1938-3711
DOI
10.1901/jeab.2007.08-06
PMC
PMC1868588
OpenAlex
W2029249244
Cited by
163
References
43
Citations by year
2026: 4 · 2025: 5 · 2024: 8 · 2023: 4 · 2022: 6 · 2021: 9 · 2020: 9 · 2019: 3 · 2018: 7 · 2017: 13 · 2016: 6 · 2015: 19 · 2014: 22 · 2013: 8 · 2012: 7
FWCI
13.42
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2128 d)
Locations
  • Journal of the Experimental Analysis of Behavior (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
Keywords
multiple exemplar training, naming, derived equivalence, stimulus equivalence, infant development, bidirectional relations, matching-to-sample, object naming
MeSH terms
Child Language, Humans, Infant, Names, Speech Perception, Teaching, Verbal Behavior

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