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| The Identification and Induction of Verbal and Observational Developmental Cusps in Preschool Children |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/EDC; Domain: Experimental Analysis |
| Chair: R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We present 4-papers, each with 2-experiments, on the identification and induction of verbal and observational developmental cusps. The first paper presents experiments that isolate the role of conditioned reinforcement and observational learning of conditioned reinforcement on social verbal exchanges. The second paper presents experiments that show that the role of the experimenter is not a variable in the acquisition of conditioned reinforcement as a function of observational experiences in which the observer is denied access to the stimuli that acquire conditioned reinforcement for learning and performance. The third paper presents an experiment affirming that 2 to 3-year old children can emulate when habituated to the experimenter and an experiment showing that younger children, who cannot emulate, can learn to do so as a function of trial and error experiences. The fourth paper reports that delivery of neutral stimuli by a target student to a peer can act to condition the stimuli as reinforcement for learning and performance. |
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| Effects of the Acquisition of Conditioned Reinforcement and Intensive Tact Instruction Social Verbal Exchanges in Preschool Children |
| JEANINE SCHMELZKOPF (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: In Experiment 1 we tested the effects of intensive tact instruction of the induction of conditioned reinforcement for learning and performance tasks in 3-pre-school children with language delays using a pre and post-intervention experimental analysis of conditioned reinforcement for approvals in a time-lagged multiple probe design. The intensive tact protocol acted to induce approval as reinforcement and increased social verbal exchanges. In Experiment 2 we tested the effects of conditioning reinforcement for approvals by observation in which the observers were denied access to approvals on the emission of social verbal exchanges initiated by preschoolers with language delays using a time-lagged multiple probe design. After the observational conditioning intervention in which the children acquired conditioned reinforcement for performance and leaning, the children initiated significant increases in social verbal conversational units. The data from the two experiments affirm the role of conditioned reinforcement for approvals on social verbal exchanges suggesting that it is a verbal developmental cusp. |
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| The Observational Conditioned Reinforcement Effect in Young Children: Elimination of the Role of the Experimenter |
| MICHELLE L. ZRINZO (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We tested the effects of the absence of the experimenter on the observational conditioning effect (Greer & Singer-Dudek, 2008). Neutral stimuli (metal washers) did not function to reinforce performance or learning tasks for three preschool age children as determined by a counterbalanced reversal design for the pre-intervention performance tasks and pre-intervention baselines for learning tasks. The intervention consisted of the participant and peer confederate completing a performance task while seated next to one another, separated by a partition. The experimenter delivered the washer down a chute into a translucent cup on the peer confederate’s desk contingent upon participant responding. The peer confederate’s cup was in the participants’ view. The experimenter was behind a partition and not in the participants’ view. Results showed that participants emitted significantly higher levels of correct responding across performance and learning tasks. A second experiment assessed the lasting effectiveness of the newly conditioned washers by assessing participant rate of learning (measured as learn units to criteria) when only washer reinforcement was delivered for correct responding. Participants were not given access to the washers for their respective time periods following the initial intervention. Following the re-introduction of the washers, participant learn units to criteria remained relatively stable; indicating that rate of learning was comparable when known reinforcement was in place versus when washer reinforcement was in place. |
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| The Effects of Experimenter Habituation and Trial and Error Experiences on Emulation in Toddlers |
| MINDY BUNYA ROTHSTEIN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We tested for emulation in typical toddlers. We also tested whether a treatment package consisting of “trial and error” manipulations of experimental apparatuses would induce emulation in the children who had not demonstrated emulation. Using a comparison design to compare the performance of two groups, in experiment 1 we analyzed the performance of typically developing 2-year-olds (ages 24-36 months) who were habituated to the experimenter prior to being tested for emulation with those who were not habituated to the experimenter prior to testing. The results demonstrated that habituated 2-year-olds emulated, while non-habituated 2-year-olds did not. Next, we recruited new participants (ages 18-23 months) who we habituated to the experimenter and tested them for emulation. Those (eight experimental participants and eight control participants) not demonstrating emulation received a “trial and error” treatment package. Using a time-lagged experimental-control with a nested single case multiple probe design across participants, Results demonstrated that the trial and error treatment package successfully induced emulation in experimental participants while the control participants (who had not received the treatment package) still did not emulate. After the experimental participants learned to emulate, the control participants were also given the trial and error treatment package, which induced emulation. |
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| Effects of Delivery of a Neutral Item to a Peer on Acquisition of Conditioned Reinforcement |
| MARA KATRA OBLAK (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: Two experiments were conducted to determine the role of the peer in the acquisition of conditioned reinforcement by observation. In Experiment I, the effects of the presence of a peer during an observational intervention (Greer & Singer-Dudek, 2008) were tested by comparing two conditions, one with the peer present and one without. In Experiment II, the effects of delivering (giving away) a neutral item to a peer were tested on the acquisition of conditioned reinforcement by the deliverer. Results of both experiments are discussed in terms of the role that the confederate peer plays in the conditioning of neutral stimuli by observation. |
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