Is the Source of Reinforcement for Naming Multiple Conditioned Reinforcers for Observing Responses?
Naming refers to the incidental acquisition of word-object relations as listener and speaker without explicit reinforcement. To investigate possible sources of reinforcement for naming, we examined the effects of a procedure for conditioning reinforcement for observing responses on the emergence of naming in children who previously lacked it. The participants were three 5- to 7-year-old children with and without diagnoses of autism spectrum disorder. During the intervention, either visual or auditory stimuli were first conditioned as reinforcers for observing responses. Then, neutral visual or auditory stimuli were paired with the conditioned visual or auditory stimuli until both visual and auditory stimuli acquired reinforcing properties for observing. Following this intervention, the participants demonstrated naming of stimuli that had been used in pretests for naming, as well as on a novel set of stimuli. We observed increases in echoic responding in conjunction with the emergence of naming and conditioned reinforcement for both observing responses. We interpret the data as suggesting that listener and speaker repertoires are joined for naming only when both visual and auditory stimuli reinforce the observing responses of looking and listening simultaneously.
Programs in Applied Behavior Analysis, Teachers College and Graduate School of Arts and Sciences, Columbia University, New York, NY USA ; Fred S. Keller School, 1 Odell Plaza, Yonkers, NY 10701 USA.
Jennifer M
JM
Longano
Programs in Applied Behavior Analysis, Teachers College and Graduate School of Arts and Sciences, Columbia University, New York, NY USA.
R Douglas
RD
Greer
Higher-order conditioning; History of conditioned reinforcers; Naming