Order of stimulus presentation influences children's acquisition in receptive identification tasks.
Receptive identification is usually taught in matching-to-sample format, which entails the presentation of an auditory sample stimulus and several visual comparison stimuli in each trial. Conflicting recommendations exist regarding the order of stimulus presentation in matching-to-sample trials. The purpose of this study was to compare acquisition in receptive identification tasks under 2 conditions: when the sample was presented before the comparisons (sample first) and when the comparisons were presented before the sample (comparison first). Participants included 4 typically developing kindergarten-age boys. Stimuli, which included birds and flags, were presented on a computer screen. Acquisition in the 2 conditions was compared in an adapted alternating-treatments design combined with a multiple baseline design across stimulus sets. All participants took fewer trials to meet the mastery criterion in the sample-first condition than in the comparison-first condition.
TEXAS CHRISTIAN UNIVERSITY.
Anna Ingeborg
AI
Petursdottir
TEXAS CHRISTIAN UNIVERSITY.
Gabriella
G
Aguilar
D000161:Acoustic Stimulation; D001245:Association Learning / Q000502:physiology*; D002648:Child; D004193:Discrimination Learning / Q000502:physiology*; D006801:Humans; D008297:Male; D010775:Photic Stimulation; D012054:Reinforcement, Psychology; D015203:Reproducibility of Results
conditional discrimination; listener behavior; matching to sample; receptive language; stimulus control