The Effects of Multiple Exemplar Instruction on the Relation Between Listener and Intraverbal Categorization Repertoires.
Sarah A Lechago, James E Carr, April N Kisamore, Laura L Grow
Author Information
Sarah A Lechago: Department of Psychology, University of Houston-Clear Lake, 2700 Bay Area Boulevard, Suite 2617, Houston, TX 77058-1098 USA.
James E Carr: Auburn University, Auburn, AL USA ; Behavior Analyst Certification Board, 8051 Shaffer Parkway, Littleton, CO 80127 USA.
April N Kisamore: Western New England College, Springfield, MA USA ; Caldwell University, 120 Bloomfield Avenue, Caldwell, NJ 07006 USA.
Laura L Grow: St. Cloud State University, St. Cloud, MN USA ; University of British Columbia, Vancouver campus, 2125 Main Mall, Vancouver, BC V6T 1Z4 Canada.
We evaluated the effects of multiple exemplar instruction (MEI) on the relation between listener and intraverbal categorization repertoires of six typically developing preschool-age children using a nonconcurrent multiple-probe design across participants. After failing to emit intraverbal categorization responses following listener categorization training, participants were exposed to MEI in the form of alternating response forms (listener and intraverbal) during categorization training with novel stimulus sets. For two participants for whom there was some evidence of emergent intraverbal responding, responding was variable. For the remaining four participants, 32 to 99 MEI trial blocks produced minimal improvement in responding or no emergent responding at all. The results are discussed in terms of Skinner's analysis of verbal behavior and naming theory.
