OBSERVING BEHAVIOR TOPOGRAPHY IN DELAYED MATCHING TO MULTIPLE SAMPLES
|
|
- Bernice Richard
- 5 years ago
- Views:
Transcription
1 The Psychological Record, 2006, 56, OBSERVING BEHAVIOR TOPOGRAPHY IN DELAYED MATCHING TO MULTIPLE SAMPLES WILLIAM V. DUBE, L YN M. BALSAMO, THOMAS R. FOWLER, CHATA A. DICKSON, and KRISTIN M. LOMBARD University of Massachusetts Medical School.. Shriver Center GERSON Y. TOMANAR.I University of Sao Paulo, Brazif This study examined relations between eye movements and accuracy scores in a delayed matching-to-sarnple procedure with multiple sample stimuli. Four adult humans responded with high accuracy when there were 2 samples per trial. When the number of samples was increased to 4 per trial, accuracy scores fell to intermediate levels for 2 of the subjects, and then recovered to high levels following practice. Eye-tracking analyses showed that subjects with high and low accuracy on the initial 4-sample trials made similar numbers of observations per trial, but high-accuracy subjects exhibited longer sample-stimulus observing durations. Practice and improvement to high accuracy was accompanied by relatively small changes in observing frequencies and large increases in sample-stimulus observing durations. The results are discussed in terms of independent stimulus control of different aspects of observing behavior topography. One topic of continuing interest in analyses of stimulus control concerns the range, breadth, or number of stimuli that can exert control simultaneously. This question has been addressod in such diverse areas as, for example, breadth of attention in animal cognition (e.g., Maki & Leuin, 1972); the effects of task complexity (number of stimuli) on reaction times in aging populations (e.g., Baron & Menich, 1985); and stimulus overselectivity, an atypically restricted breadth of stimulus control related to learning problems of some individuals with dhvelopmental disabilities Data collection and manuscript preparation were supported by NICHD Grants HD25995 and HD37055, and CNPq Grant /96-1. The contents of this paper are solely the responsibility of the authors and do not necessarily represent the official views of NICHD. Some of the data were presented at the annual conference of the Southeastern Association for Behavior Analysis, Chapel Hill, NC, October, We thank Kevin Farren for assistance in data analysis, Bill Mcllvane for advice on the project, and Bill Mcllvane and Richard Serna for comments on the manuscript. For their generosity with technical support and assistance, we thank Rikki Razdan and Alan Kielar of ISCAN Inc., and Karen DeGregory and David Pasterchik of Abilities Software. Address correspondence to William V. Dube, Psychological Sciences Division, UMMS Shriver Center, 200 Trapelo Road, Waltham, MA ( william.dube@umassmed.edu).
2 234 DUBE ET AL. (e.g., Dube & Mcllvane, 1997; Lovaas, Koegel, & Schreibman, 1979; Stromer, Mcllvane, Dube, & Mackay, 1993). Experimental analyses of this topic have sometimes employed a delayed matching-to-sample (DMTS) procedure with multiple sample stimuli. This procedure presents a series of matching-to-sample trials in which two or more sample stimuli are displayed on each trial. After a sample observation period, the samples disappear from the display and an array of single comparison stimuli that includes one of the samples is presented. Selecting the former sample stimulus is the correct response. From trial to trial, the subject can not predict which of the sample stimuli will appear as a comparison, and thus high accuracy indicates that the subject has satisfied the behavioral requirements for stimulus control by all samples on every trial. One question that arises in multiple-sample DMTS concerns the relation between DMTS accuracy and the subject's observing behavior, a necessary prerequisite for stimulus control (Dinsmoor, 1985). Eye-tracking technology provides a straightforward means to address this question. The typical eye-tracking apparatus uses a video camera to monitor eye movements and the subject's observing behavior is determined by comparing eye orientation with the known locations of experimental stimuli. Eye tracking has been used to examine a wide range of topics in psychology; examples include research on cognitive theories of attention (e.g., Hyona, Radach, & Deubel, 2003), eye movements in reading (e.g., Rayner, 1993), language acquisition in children (Trueswell, Sekerina, Hill, & Logrip, 1999), and response to social situations in autism (Klin, Jones, Schultz, Volkmar, & Cohen, 2002). In behavior-analytic studies, eye tracking has been used to examine operant control of observing behavior (Schroeder & Holland, 1968a, 1968b, 1969), eye movements in relation to stimulus control in simple discrimination (e.g., Schroeder, 1969a), transfer of stimulus control (e.g., Schroeder, 1969b, 1997), observing topographies in programmed instruction (Doran & Holland, 1971), and observing failures in stimulus overselectivity (Dube et ai., 2003). The present study examined observing behavior topographies in relation to task complexity in multiple-sample DMTS. Two levels of complexity were arranged by presenting two or four sample stimuli per trial. Observing behavior topography was evaluated by eye tracking for all subjects before and after task complexity increased. For subjects whose initial accuracy scores were intermediate with four samples per trial, observing behavior was evaluated a third time, after additional practice to high accuracy levels. Data analyses asked if there were characteristics of observing sample or comparison stimuli that were related to task complexity or task accuracy. The dependent variables included number and duration of observations, and whether all potentially relevant stimuli were consistently observed.
3 OBSERVING BEHAVIOR TOPOGRAPHY 235 Method Subjects, Setting, and Apparatus Subjects were 4 adults with no known clinical condition, 21 to 39 years old, recruited through personal contacts. Experimental sessions were conducted in a 4- x 2.5-m room. On one sidle of the room was a chair for the subject and a small table with a computer and color monitor with a touch-sensitive screen. This computer was used to display stimuli to the subject. On the other side of the room were chairs for two experimenters and a table with the eye-tracking apparatus. During sessions, a curtain was drawn across the room to separate the subject from the experimenters and eye-tracking apparatus. The eye-tracking apparatus consisted of a RK-426PC Pupil/Corneal Reflection Tracking System, a RK520PC Autocalibration System, and ISCAN Miniature Head-Mounted Eye Imaging and Line-of-sight Scene Imaging Systems (ISCAN Inc., Burlington, MA). These systems were integrated with a Pentium computer running ISCAN's Point of Regard Data Acquisition and Fixation Analysis software. Miniature video cameras mounted on a headband produced images of the subject's eye and central portion of the subject's field of view. The apparatus performed on-line image analysis and produced a real-time video image of the environment from the subject's perspective with a superimposed cursor indicating the location of the subject's visual gaze (see Dube et ai., 2003 for additional apparatus details). Vertical interval time code (VITC) was added to the video signal, and the composite video image was recorded on a videotape cassette. Matching-ta-Sample Tasks Stimuli were black abstract forms, approximately 1.25 cm square, displayed on a white background (for examples, see Dube & Mcllvane, 1997). The stimuli for each trial were drawn at random, without replacement, from a pool of 180 different forms. If the pool of stimuli was exhausted before the session ended, stimuli for subsequent trials were randomly re-drawn from the pool with the restriction that correct comparison stimuli from previous trials were not used. Trials began when one, two, or four sample stimuli appeared in the center of the screen. Two samples were presented side-by-side, 4 cm center to center (4.2 visual angle at a viewing distance of 55 cm). Four samples were presented in a 2 x 2 array, 4 cm center to center horizontally and vertically. When the subject touched any point within the sample display area, all sample stimuli disappeared from the screen. After a delay of 1 s, during which the screen was blank, three comparison stimuli appeared in three corners of the screen. One comparison was identical to one of the samples, and touching it was the correct response. Touching either of the nonidentical comparisons was an error. During 3-s intertrial intervals, the display screen was blank. Correct responses were followed by a computer-generated beep,
4 236 DUBE ET AL. the word "CORRECT" displayed for 1 s in the top center of the monitor screen, and the addition of 1 point to a 1- x 2-cm counter displayed in the top center of the screen. Trials that ended with errors were followed only by the intertrial interval. Procedure Subjects read and signed a consent form that described the apparatus as "used to measure certain characteristics of your eyes (e.g., pupil size) as you look at the computer screen" (after Schroeder & Holland, 1968a). They were then seated in front of the stimulus-presentation computer monitor at a viewing distance of approximately 55 cm, and the imaging headgear was adjusted. Each session began with a brief calibration routine in which subjects were instructed to hold the head still and fixate targets that appeared in various locations on the stimulus display monitor. After calibration, subjects were told that they need no longer hold the head still. Any questions about the apparatus were deferred to a debriefing that followed participation. At the beginning of the first session, a window appeared on the monitor screen with the following instructions: "In this experiment, shapes will appear on the computer screen. You can earn points by touching the shapes. The window at the top of the screen will show your score. Try to get the highest score you can. Touch 'Continue' to begin." Subjects were asked to read the instructions aloud, and then they touched an on-screen button labeled "Continue" to begin the session. Two-sample sessions consisted of 3 delayed one-sample trials followed by 36 delayed two-sample trials. Subjects EMU, LOC, and JNO, all experimentally na'ive, each received 1 two-sample session. Subject LCN had just finished participation in a pilot study examining the stability of observing behavior. Her entire experimental history consisted of 6 twosample sessions with exactly the same procedure described above. The first of these sessions was used for data analysis in the present study. The initial four-sample session consisted of 3 simultaneous foursample trials (the sample stimuli remained displayed throughout the trial) followed by 36 delayed four-sample trials. Subjects LCN and EMU received 1 four-sample session. Subjects LOC and JNO had relatively low accuracy scores in the first four-sample session, and they next received a four-sample practice session without eye tracking. This session consisted of blocks of 18 trials of delayed four-sample matching and it continued until accuracy improved to at least 17/18 correct for two blocks of 18 trials. LOC and JNO completed 36 and 108 practice trials, respectively, and both met the accuracy criterion. LOC and JNO then received one final eyetracking session consisting of 36 delayed four-sample matching trials. Results Computer-assistedcodingofeyetrackingvideotapeswasaccomplished with OCS Tools software (Research Triangle Collaborative, Raleigh, NC)
5 OBSERVING BEHAVIOR TOPOGRAPHY 237 and Video Frame Coder software (Abilities Software, Sudbury, MA). To allow some time for performance to stabilize, the first 10 two-sample or 12 four-sample delayed-matching trials in each session were not included in the analyses. An observation of a sample stimulus was dofined as occurring when (a) the sample stimuli were displayed and (b) the center of the point-ofregard cursor was within a square target area surrounding each sample stimulus. Sample target-area boundaries were 13stimated from the point midway between sample stimuli, such that the stimulus was in the center of each target area, and the border between adjacent target areas was halfway between adjacent stimuli. An ObSE!rvation of a comparison stimulus was defined as occurring when (a) the comparison stimuli were displayed and (b) the center of the point-of-regard cursor was within a target area surrounding each comparison stimulus. Square comparison target-area boundaries were estimated with sides equal to one third of the vertical height of the computer screen. The data analyses include 26 trials for each two-sample session and 24 trials for each four-sample session. To evaluate coding accuracy, a second experimenter independently coded one session for each subject; these sessions were randomly selected with the restriction that they included 2 two-sample and 2 four-sample sessions. Interobserver agreement was calculated by dividing the number of frames in which both records were coded for observation of the same stimulus by the number of frames in which either record was coded for observation of any stimulus (agreements 1 agreements + disagreements). Interobserver agreement scores for sample stimulus observations ranged from 90% to 97% (890/992, LCN, two samples; 1290/1351, EMU, two samplhs; 1374/1472, JNO, four samples; 1878/1937, LDC, four samples). Interobserver agreement scores for comparison stimulus observations ranged from 91 % to 96% (831/910, LCN; 756/796, EMU; 748/780, JNO; 1010/1065, LDC). Eye-tracking data presented below came from the primary coding necords. Table 1 Delayed Matching Accuracy Scores and Eye-Tracking Data Analyses for Sample StimUli Two-Sample Task LCN EMU LDC JNO Accuracy 96% 100% 100% 100% Sample observing frequency Comprehensive observing 100% 100% 100% 100% Sample observing duration Sample not observed Four-Sample Task Initial Session Final Session LCN EMU LDC JNO LDC JNO Accuracy 92% 92% 67% 63% 100% 100% Sample observing frequency Comprehensive observing 100% 100% 83% 83% 100% 100% Sample observing duration Sample not observed Note. Observing frequency, observing duraton, and duration during which displayed sample stimuli were not observed (Sample not observed) are per-trial means. Comprehensive observing shows percentages of trials in which all sample stimuli were observed at least one
6 238 DUBE ET AL. The upper portion of Table 1 shows the accuracy and sample observing results for the two-sample task. Matching accuracy scores ranged from 96% to 100% correct. The second data row in Table 1 shows the mean number of sample observations per trial, calculated by dividing the session totals by the number of trials. For example, a left-right-ieft observing sequence was scored as three observations. With the twosample task, all 4 subjects averaged more than three sample observations per trial. The row labeled "Comprehensive observing" shows percentages of trials on which subjects observed both of the sample stimuli. On the two-sample task all 4 subjects observed both sample stimuli on all trials. Table 1 also shows sample observing duration per trial, calculated by dividing the total time during which the point-of-regard cursor remained within the target areas for sample stimuli by the number of trials. Mean sample observing durations ranged from 1.24 to 2.53 s per trial. The row labeled "Sample not observed" shows the per-trial duration during which the samples were displayed and the point-of-regard cursor was not within either of the stimulus target areas. These durations were very low or zero, and they indicate that subjects rarely or never looked away from the sample stimuli while those stimuli were displayed. The lower portion of Table 1 shows the results for the four-sample task. The first four columns show the data for each subject's initial session. When four-sample problems were introduced, Subjects LCN and EMU's accuracy scores remained high, both 92%. Accuracy scores for Subjects LDC and JNO fell to lower levels, 67% and 63%, respectively. In the four-sample task there were modest differences in frequency and observing diligence between subjects with high and low accuracy scores. Observing frequencies ranged from 6.13 to 8.13 observations per trial, with lower accuracy subjects at the lower end of this range. The row labeled "Comprehensive observing" shows that both subjects with lower accuracy scores observed all four samples on only 83% of the trials (20/24). Each subject made one error on one of the trials in which all samples were not observed. The most pronounced difference among subjects in initial four-sample sessions was in sample observing duration. Relative differences in duration between subjects with high (3.65 and 4.19 s) and low (2.02 and 2.66 s) accuracy scores were greater than relative differences in other measures. The lower right portion of Table 1 shows the results for Subjects LOC and JNO in their final four-sample sessions, in each case following a foursample practice session. Accuracy scores were 100% for both subjects. Mean sample observing frequency for LDC increased from 6.67 to 8.71 observations per trial, and frequency remained approximately the same for JNO. The major change was in sample observing duration, which more than doubled for both subjects. Figure 1 shows an analysis of sample stimulus observing patterns on four-sample trials. The first four to six sample observations on each trial were included in the pattern analysis. The figure shows a frequency distribution of observing patterns that occurred on at least 10% of trials;
7 OBSERVING BEHAVIOR TOPOGRAPHY % LCN, 100% Accuracy 60% EMU, 100% Accuracy 40% 30% 40% 20% 10% 20% <4 9 Others 0% ' '-... -'-~--'o..._t <4 7 Others j t/).t: ro I c: 0 50% 40% 30% 20% 10% LDC, 67% Accuracy 50% 40% 30% 20% 10% JNO, 63% Accuracy t 0 a. e a.. 0% <4 :J V1 9 Others 0% <4,INO, 100% Accuracy LDC, 100% Accuracy 50% 40% 30% 20% 10% <4 7 Others Observing Pattern Figure 1. Frequency distribution of initial observing patterns for four-sample arrays. Bars labeled < 4 indicate trials in which one or more sample stimuli were not observed. Specific observing patterns are shown beneath bars; patterns begin at the plain end of the line and move in the direction of the arrow. Rightmost bars in each plot show the number of other patterns that occurred on fewer than 10% of trials. patterns that occurred on less than 10% of trials are grouped together as "Others" in the rightmost column of each plot. The top row in Figure 1 shows data for LeN and EMU, with high accuracy scores in the initial session. Two similar clockwise patterns occurred on a majority of the trials for these subjects. The middle row shows data from LDC and JNO's initial sessions with low accuracy.
8 240 DUBE ET AL. No individual pattern occurred on more than one third of the trials. The leftmost column in each plot shows the proportion of trials on which fewer than four stimuli were observed (comprehensive observing < 100% in Table 1). On these trials, LOC's observing frequencies were one, three, or four, and the neglected stimulus locations varied from trial to trial (frequencies greater than three indicate that at least one location was observed more than once). On all of JNO's trials with fewer than four stimuli observed, observing frequencies were four or five, and the lower right sample location was neglected in every case. The bottom row in Figure 1 shows data from LOC and JNO's final sessions with high accuracy. The change in LOC's sample observing topography was primarily the increase in comprehensive observing and an approximately equal increase in the clockwise pattern. In contrast, there was a striking change in JNO's observing; the clockwise pattern occurred on all but one trial. Table 2 Eye-Tracking Data Analyses for Comparison Stimuli Two-Sample Task LCN EMU LDC JNO Comparison observing frequency Comprehensive observing 65% 65% 65% 42% Comparison observing duration Four-Sample Task Initial Session LCN EMU LOC JNO Comparison observing frequency Comprehensive observing 70% 79% 79% 68% Comparison observing duration Final Session LDC JNO % 58% Note. Observing frequency and duration are per-trial means. Comprehensive observing shows percentages of trials in which all comparison stimuli were observed at least one time. Table 2 shows the results of data analyses for observing the comparison stimuli. The upper portion of Table 2 shows the results for the two-sample task. The first data row in Table 2 shows the mean number of comparison observations per trial, calculated by dividing the session totals by the number of trials. For example, an upper-left, upperright, upper-left comparison observing sequence was scored as three observations. Number of observations ranged from 2.69 to The row labeled "Comprehensive observing" shows percentages of trials on which subjects observed all three of the comparison stimuli. On the two-sample task this measure ranged from 42% to 65%. It should be noted that an observation of each comparison stimulus was not necessary for accurate responding. After the subject had observed the correct comparison, there was no need to continue to observe the other comparisons. Table 2 also shows comparison observing duration pertrial, calculated by dividing the total time during which the point-of-regard cursor remained within the target areas for comparison stimuli by the number of trials. For the two-sample task, comparison observing durations ranged from 0.94 to 0.99 s per trial.
9 OBSERVING BEHAVIOR TOPOGRAPHY 241 The lower portion of Table 2 shows the comparison-stimulus observing results for the four-sample task. The first four columns show the data for each subject's initial session. When four-sample problems were introduced, observing frequencies (range 3.46 to 4.63 observations per trial), comprehensive observing of comparison stimuli (range 68% to 79% of trials), and comparison observing durations (range 1.17 to 1.59 s per trial) all increased relative to the two-sample task. There were no consistent differences in any measure for subjects with high or low accuracy scores. The lower right portion of Table 1 shows the results for Subjects LDC and JNO in their final four-sample sessions. Accuracy for each subject was 100%. Mean frequency of observing comparisons decreased from the initial four-sample session for both LDC and JNO. Comprehensive observing of comparison stimuli increased by 9% for LDC and decreased by 10% for JNO. Changes in comparison observing durations were also inconsistent between these 2 subjects, with a small decrease for LDC and an increase for JNO. Discussion When the number of sample stimuli increased from two to four, all subjects had similar increases in the number of sample observations per trial. In contrast, subjects with high accuracy had greater increases in observing duration than subjects with low accuracy. For the subjects with low accuracy, practice and improvement to high accuracy was accompanied by a modest increase in frequency of observing sample stimuli for 1 subject, and a substantial increase in duration of observing sample stimuli for both subjects. These results suggest that the stimulus control of different aspects of observing behavior topography may be independent. For subjects with high accuracy on the initial four-sample test, increases in both sample observing frequency and duration were approximately proportional to the increase in the number of sample stimuli. The data support an inference that the individual sample stimuli controlled both the pattern of eye movements and the observing duration, and these types of controlling relations were accompanied by reliable conditional stimulus control of comparison selections by sample stimuli on almost every trial. For those subjects with low accuracy on the initial four-sample test, the data support an inference that the individual sample stimuli often controlled the trajectory of observing behavior and the pattern of eye movements, but some other aspect of the experimental situation (e.g., the entire sample array as a unit) controlled observing duration, with resulting durations that were similar to those for the two-sample arrays in the previous session. These types of controlling relations did not produce reliable conditional stimulus control by all of the sample stimuli. The apparent inflexibility in observing duration is consistent with basic laboratory research showing that observing behavior may be resistant to
10 242 DUBE ET AL. change when the stimuli that are observed are correlated with high rates of reinforcement (Shahan, Magee, & Dobberstein, 2003). The present results are also consistent with previous findings reported in Hodgson and Golding (2003), in which reinforced gaze strategies influenced current response execution in adults performing tasks that required flexible control of eye movements (e.g., a matching-to-sample version of the Wisconsin card sort task). In the final session following practice and improvement to high accuracy, changes in sample observing topography included not only increases in observing durations, but also decreases in the variability of observing patterns, as shown in Figure 1. The regularities in observing behavior accompanying high accuracy suggest that one result of reinforced practice may be to increase the degree to which observing sequences function as operant units in topographically coherent response classes. Decreased variability in behavior has long been described as one of the effects of operant reinforcement (e.g., Iversen, 2002; Skinner, 1938). In the present case the decrease might best be described as an indirect effect of reinforcement because the reinforcement contingencies for accurate matching were independent of any specific pattern of comprehensive observing. Comparison stimulus observing frequency, comprehensiveness, and duration increased from the two- to the four-sample task for all subjects, even though the number of comparison stimuli per trial was the same for both tasks. No measure of comparison stimulus observing, however, was correlated with higher accuracy in the initial four-sample session or with increases in four-sample accuracy following practice for 2 subjects. This result suggests that observing behavior topography with respect to the comparison stimuli was related to overall task difficulty, but not to differences in the effectiveness of stimulus control by sample stimuli. As noted previously, the delayed matching to multiple samples task has been used in laboratory models of stimulus overselectivity in individuals with intellectual disabilities (Dube & Mcllvane, 1997; Stromer et ai., 1993). An initial analysis of eye movements in this population indicates that failures to engage in comprehensive observing may accompany the intermediate accuracy scores characteristic of atypically restricted stimulus control (Dube et ai., 2003). A related finding has been that the imposition of differential observing response procedures may improve accuracy scores, at least temporarily (Dube et ai., 2003; Dube & Mcllvane, 1999). Such procedures impose additional response requirements that verify discrimination of all potentially relevant stimuli, and thus they require at least one observation of each sample stimulus and presumably increase comprehensive observing (as defined above) to 100%. Results of the present study suggest that the effectiveness of remedial procedures may also depend on the extent to which such procedures encourage increases in per-stimulus sample observing durations and trial-to-trial regularities in sample observing patterns. In cases where remedial procedures for stimulus overselectivity are ineffective, the present results suggest dependent variables for analysis: observing frequency, duration, and consistency.
11 OBSERVING BEHAVIOR TOPOGFIAPHY 243 References BARON, A., & MENICH, S. R. (1985). Reaction times of younger and older men: Effects of compound samples and a prechoice signal on delayed matchingto-sample performances. Journal of the Experimental Analysis of Behavior, 44,1-14. DINSMOOR, J. A. (1985). The role of observing and attention in establishing stimulus control. Journal of the Experimental Analysis of Behavior, 43, DORAN, J., & HOLLAND, J. G. (1971). Eye movements as a function of response contingencies measured by blackout technique.,journal of Applied Behavior Analysis, 4, DUBE, W. V., LOMBARD, K. M., FARREN, K. M., FLUSSER, D. S., BALSAMO, L. M., FOWLER, T. R., & TOMANARI, G. Y. (2003). Stimulus overselectivity and observing behavior in individuals with mental retardation. In S. Soraci & K. Murata-Soraci (Eds.), Visual information processing (pp ). Westport, CT: Praeger. DUBE, W. V., & MCILVANE, W. J. (1997). Reinforcer frequency and restricted stimulus control. Journal of the Experimental Analysis of Be'havior, 68, DUBE, W. V., & MCILVANE, W. J. (1999). Reduction of stimulus overselectivity with nonverbal differential observing responses. Journal of Applied Behavior Analysis, 32, HODGSON, T. L., & GOLDING, C. (2003). Executive contributions to eye movement control. In J. Hybna, R. Radach, & H., Deubel (Eds.), The mind's eye: Cognitive and applied aspects of eye movement research (pp ). Amsterdam: Elsevier Science BV. HYON.A, J., RADACH, R., & DEUBEL, H. (Eds.) (2003). The mind's eye: Cognitive and applied aspects of eye movement research. Amsterdam: Elsevier Science BV. IVERSEN, I. H. (2002). Response-initiated imaging of operant behavior using a digital camera. Journal of the Experimental Analysis of Behavior, 77, KLlN, A., JONES, W., SCHULTZ, R., VOLKMAR, F., & COHEN, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59, LOVAAS, 0.1., KOEGEL, R. L., & SCHREIBMAN, L. (19 19). Stimulus overselectivity in autism: A review of research. Psychological Bulletin, 86, MAKI, W. S., & LEUIN, T. C. (1972). Information processing by pigeons. SCience, 176, RAYNER, K. (1993). Eye movements and reading : Recent developments. Current Directions in Psychological Science, 2, SCHROEDER, S. R. (1969a). Effects of cue factors on selective eye movements and choices during successive discrimination. Perceptual and Motor Skills, 29, SCHROEDER, S. R. (1969b). Fixation and choice selectivity during discrimination transfer. Psychonomic Science, 17, SCHROEDER, S. R. (1997). Selective eye fixations during transfer of discriminative stimulus control. In D. M. Baer & E. M. Pinkston (Eds.), Environment and behavior (pp ). Boulder, CO: Westview. SCHROEDER, S. R., & HOLLAND, J. G. (1968a). Operant control of eye movements. Journal of Applied Behavior Analysis, 1, SCHROEDER, S. R., & HOLLAND, J. G. (1968b). Operant control of eye movements during human vigilance. Science, 1 Ei1,
12 244 DUBE ET AL. SCHROEDER, S. R., & HOLLAND, J. G. (1969). Reinforcement of eye movement with concurrent schedules. Journal of the Experimental Analysis of Behavior, 12, SHAHAN, T. A., MAGEE, A., & DOBBERSTEIN, A. (2003). The resistance to change of observing. Journal of Experimental Analysis of Behavior, 80, SKINNER, B. F. (1938). The behavior of organisms. New York: Appleton-Century Crofts. STROMER, R., MCILVANE, W. J., DUBE, W. V., & MACKAY, H. A. (1993). Assessing control by elements of complex stimuli in delayed matching to sample. Journal of the Experimental Analysis of Behavior, 59, TRUESWELL, J. C., SEKERINA, I., HILL, N. M., & LOG RIP, M. L. (1999). The kindergarten-path effect: Studying on-line sentence processing in young children. Cognition, 73,
Eye fixations to figures in a four-choice situation with luminance balanced areas: Evaluating practice effects
Journal of Eye Movement Research 2(5):3, 1-6 Eye fixations to figures in a four-choice situation with luminance balanced areas: Evaluating practice effects Candido V. B. B. Pessôa Edson M. Huziwara Peter
More informationREINFORCER FREQUENCY AND RESTRICTED STIMULUS CONTROL WILLIAM V. DUBE AND WILLIAM J. MCILVANE
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1997, 68, 303 316 NUMBER 3(NOVEMBER) REINFORCER FREQUENCY AND RESTRICTED STIMULUS CONTROL WILLIAM V. DUBE AND WILLIAM J. MCILVANE E. K. SHRIVER CENTER FOR
More informationA SORTING-TO-MATCHING METHOD TO TEACH COMPOUND MATCHING TO SAMPLE RACHEL S. FARBER
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2016, 49, 294 307 NUMBER 2(SUMMER) A SORTING-TO-MATCHING METHOD TO TEACH COMPOUND MATCHING TO SAMPLE RACHEL S. FARBER UNIVERSITY OF MASSACHUSETTS MEDICAL SCHOOL AND
More informationE. K. SHRIVER CENTER, UNIVERSITY OF MASSACHUSETTS MEDICAL SCHOOL, PROTESTANT GUILD LEARNING CENTER, AND SHRIVER CLINICAL SERVICES CORPORATION
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 2002, 77, 189 198 NUMBER 2(MARCH) HIGH-PROBABILITY STIMULUS CONTROL TOPOGRAPHIES WITH DELAYED S ONSET IN A SIMULTANEOUS DISCRIMINATION PROCEDURE WILLIAM
More informationConditional Relations among Abstract Stimuli: Outcomes from Three Procedures- Variations of Go/no-go and Match-to-Sample. A Thesis Presented
1 Conditional Relations among Abstract Stimuli: Outcomes from Three Procedures- Variations of Go/no-go and Match-to-Sample A Thesis Presented by Kimberly M. Walter The Department of Counseling and Applied
More informationAssessment of Delayed Matching in Preschoolers with Autism. A Thesis Presented. Hannorah O. Thurman
Assessment of Delayed Matching in Preschoolers with Autism A Thesis Presented by Hannorah O. Thurman The Department of Counseling and Applied Educational Psychology In partial fulfillment of the requirements
More informationJennifer J. McComas and Ellie C. Hartman. Angel Jimenez
The Psychological Record, 28, 58, 57 528 Some Effects of Magnitude of Reinforcement on Persistence of Responding Jennifer J. McComas and Ellie C. Hartman The University of Minnesota Angel Jimenez The University
More informationA PRACTICAL VARIATION OF A MULTIPLE-SCHEDULE PROCEDURE: BRIEF SCHEDULE-CORRELATED STIMULI JEFFREY H. TIGER GREGORY P. HANLEY KYLIE M.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2008, 41, 125 130 NUMBER 1(SPRING 2008) A PRACTICAL VARIATION OF A MULTIPLE-SCHEDULE PROCEDURE: BRIEF SCHEDULE-CORRELATED STIMULI JEFFREY H. TIGER LOUISIANA STATE UNIVERSITY
More informationComparison of Direct and Indirect Reinforcement Contingencies on Task Acquisition. A Thesis Presented. Robert Mark Grant
Comparison of Direct and Indirect Reinforcement Contingencies on Task Acquisition A Thesis Presented By Robert Mark Grant In partial fulfillment of the requirements for the degree of Master of Science
More informationAN EVALUATION OF PREFERENCE FOR VIDEO AND IN VIVO MODELING KANEEN B. GEIGER AND LINDA A. LEBLANC
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2010, 43, 279 283 NUMBER 2(SUMMER 2010) AN EVALUATION OF PREFERENCE FOR VIDEO AND IN VIVO MODELING KANEEN B. GEIGER AND LINDA A. LEBLANC AUBURN UNIVERSITY AND COURTNEY
More informationGuiding Visual Attention During Acquisition of Matching-to-Sample
Guiding Visual Attention During Acquisition of Matching-to-Sample Harry A. Mackay, Sal A. Soraci, and Michael T. Carlin Shriver Center of the University of Massachusetts Medical School Nancy A. Dennis
More informationPatterns of eye movement in matching-to-sample tasks
Huziwara et al. Psicologia: Reflexão e Crítica (16) 29:2 DOI 1.1186/s41155-16-1-3 Psicologia: Reflexão e Crítica RESEARCH Patterns of eye movement in matching-to-sample tasks Edson Massayuki Huziwara 1,2*,
More informationComparing Two Procedures to Teach Conditional Discriminations: Simple Discriminations With and Without S- Stimuli Present. A Thesis Presented
1 Comparing Two Procedures to Teach Conditional Discriminations: Simple Discriminations With and Without S- Stimuli Present A Thesis Presented by Lindsey M. Ryan The Department of Counseling and Applied
More informationTraining and generalization of complex auditory-visual conditional discriminations in individuals with autism: New procedures using dynamic stimuli.
Training and generalization of complex auditory-visual conditional discriminations in individuals with autism: New procedures using dynamic stimuli. Harry A. Mackay, Brooks Thompson, & William J. McIlvane
More informationReferences 1. Dunn, L. M., & Dunn, L. M. (2006). Peabody Picture Vocabulary Test, 4th edition. Minnesota: American Guidance Service. 2. Wilkinson, K.
Aim This presentation will present data from eye-tracking research technology concerning social attention patterns: gaze fixations on human figures either interacting or not interacting with each other
More informationLEARNING-SET OUTCOME IN SECOND-ORDER CONDITIONAL DISCRIMINATIONS
The Psychological Record, 2000, 50, 429-442 LEARNING-SET OUTCOME IN SECOND-ORDER CONDITIONAL DISCRIMINATIONS LUIS A. PEREZ-GONZALEZ, JOSEPH E. SPRADLIN, and KATHRYN J. SAUNDERS University of Oviedo, Spain
More informationAttention shifts during matching-to-sample performance in pigeons
Animal Learning & Behavior 1975, Vol. 3 (2), 85-89 Attention shifts during matching-to-sample performance in pigeons CHARLES R. LEITH and WILLIAM S. MAKI, JR. University ofcalifornia, Berkeley, California
More informationREINFORCEMENT OF PROBE RESPONSES AND ACQUISITION OF STIMULUS CONTROL IN FADING PROCEDURES
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1985, 439 235-241 NUMBER 2 (MARCH) REINFORCEMENT OF PROBE RESPONSES AND ACQUISITION OF STIMULUS CONTROL IN FADING PROCEDURES LANNY FIELDS THE COLLEGE OF
More informationDetermining the Reinforcing Value of Social Consequences and Establishing. Social Consequences as Reinforcers. A Thesis Presented. Hilary A.
Determining the Reinforcing Value of Social Consequences and Establishing Social Consequences as Reinforcers A Thesis Presented by Hilary A. Gibson The Department of Counseling and Applied Educational
More informationCOMPARING THE EFFECTS OF ECHOIC PROMPTS AND ECHOIC PROMPTS PLUS MODELED PROMPTS ON INTRAVERBAL BEHAVIOR AMBER L. VALENTINO
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2012, 45, 431 435 NUMBER 2(SUMMER 2012) COMPARING THE EFFECTS OF ECHOIC PROMPTS AND ECHOIC PROMPTS PLUS MODELED PROMPTS ON INTRAVERBAL BEHAVIOR AMBER L. VALENTINO MARCUS
More informationTeaching a Scanning Response to a Child with Autism
Western Michigan University ScholarWorks at WMU Honors Theses Lee Honors College 4-21-2017 Teaching a Scanning Response to a Child with Autism Katherine Burnham Western Michigan University, katieburnham17@yahoo.com
More informationWithin-event learning contributes to value transfer in simultaneous instrumental discriminations by pigeons
Animal Learning & Behavior 1999, 27 (2), 206-210 Within-event learning contributes to value transfer in simultaneous instrumental discriminations by pigeons BRIGETTE R. DORRANCE and THOMAS R. ZENTALL University
More informationSupporting Online Material for
www.sciencemag.org/cgi/content/full/1176170/dc1 Supporting Online Material for Mindblind Eyes: An Absence of Spontaneous Theory of Mind in Asperger Syndrome Atsushi Senju,* Victoria Southgate, Sarah White,
More informationCAROL 0. ECKERMAN UNIVERSITY OF NORTH CAROLINA. in which stimulus control developed was studied; of subjects differing in the probability value
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1969, 12, 551-559 NUMBER 4 (JULY) PROBABILITY OF REINFORCEMENT AND THE DEVELOPMENT OF STIMULUS CONTROL' CAROL 0. ECKERMAN UNIVERSITY OF NORTH CAROLINA Pigeons
More informationKEY PECKING IN PIGEONS PRODUCED BY PAIRING KEYLIGHT WITH INACCESSIBLE GRAIN'
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1975, 23, 199-206 NUMBER 2 (march) KEY PECKING IN PIGEONS PRODUCED BY PAIRING KEYLIGHT WITH INACCESSIBLE GRAIN' THOMAS R. ZENTALL AND DAVID E. HOGAN UNIVERSITY
More informationAN EVALUATION OF CHOICE ON INSTRUCTIONAL EFFICACY AND INDIVIDUAL PREFERENCES AMONG CHILDREN WITH AUTISM KAREN A. TOUSSAINT TIFFANY KODAK
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2016, 49, 1 6 170 175 NUMBER 1(SPRING) AN EVALUATION OF CHOICE ON INSTRUCTIONAL EFFICACY AND INDIVIDUAL PREFERENCES AMONG CHILDREN WITH AUTISM KAREN A. TOUSSAINT UNIVERSITY
More informationEffect of Pre-Presentation of a Frontal Face on the Shift of Visual Attention Induced by Averted Gaze
Psychology, 2014, 5, 451-460 Published Online April 2014 in SciRes. http://www.scirp.org/journal/psych http://dx.doi.org/10.4236/psych.2014.55055 Effect of Pre-Presentation of a Frontal Face on the Shift
More informationTEACHING SIMPLE AUDITORY DISCRIMINATIONS TO STUDENTS WITH AUTISM. Kristine L. Marino, B.A. Thesis Prepared for the Degree of MASTER OF SCIENCE
TEACHING SIMPLE AUDITORY DISCRIMINATIONS TO STUDENTS WITH AUTISM Kristine L. Marino, B.A. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY OF NORTH TEXAS December 2008 APPROVED: Sigrid Glenn,
More informationRestricted stimulus control in stimulus control shaping with a capuchin monkey
University of Massachusetts Medical School escholarship@umms Center for Health Policy and Research (CHPR) Publications Commonwealth Medicine 6-29-2012 Restricted stimulus control in stimulus control shaping
More informationSupplementary experiment: neutral faces. This supplementary experiment had originally served as a pilot test of whether participants
Supplementary experiment: neutral faces This supplementary experiment had originally served as a pilot test of whether participants would automatically shift their attention towards to objects the seen
More informationINTRODUCING NEW STIMULI IN FADING
JOURNL OF THE EXPERMENTL NLYSS OF BEHVOR 1979, 32, 121-127 NUMBER (JULY) CQUSTON OF STMULUS CONTROL WHLE NTRODUCNG NEW STMUL N FDNG LNNY FELDS THE COLLEGE OF STTEN SLND fter establishing a discrimination
More informationBirds' Judgments of Number and Quantity
Entire Set of Printable Figures For Birds' Judgments of Number and Quantity Emmerton Figure 1. Figure 2. Examples of novel transfer stimuli in an experiment reported in Emmerton & Delius (1993). Paired
More informationUNIVERSITY OF AKUREYRI
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2008, 41, 411 415 NUMBER 3(FALL 2008) THE EFFECTS OF TACT AND LISTENER TRAINING ON THE EMERGENCE OF BIDIRECTIONAL INTRAVERBAL RELATIONS ANNA INGEBORG PETURSDOTTIR,
More informationStimulus Control Topography Coherence Theory: Foundations and Extensions
The Behavior Analyst 2003, 26, 195-213 No. 2 (Fall) Stimulus Control Topography Coherence Theory: Foundations and Extensions William J. Mcllvane and William V. Dube E. K. Shriver Center for Mental Retardation,
More informationWhy do we look at people's eyes?
Journal of Eye Movement Research 1(1):1, 1-6 Why do we look at people's eyes? Elina Birmingham University of British Columbia Walter Bischof University of Alberta Alan Kingstone University of British Columbia
More informationCONCEPT LEARNING WITH DIFFERING SEQUENCES OF INSTANCES
Journal of Experimental Vol. 51, No. 4, 1956 Psychology CONCEPT LEARNING WITH DIFFERING SEQUENCES OF INSTANCES KENNETH H. KURTZ AND CARL I. HOVLAND Under conditions where several concepts are learned concurrently
More informationSupplementary Materials
Supplementary Materials Supplementary Figure S1: Data of all 106 subjects in Experiment 1, with each rectangle corresponding to one subject. Data from each of the two identical sub-sessions are shown separately.
More informationTitle: Stimulus Pairing Training in. Children with Autism Spectrum Disorder. Kosuke Takahashi a. Jun ichi Yamamoto b
Running head: STIMULUS PAIRING TRAINING Title: in Children with Autism Spectrum Disorder Kosuke Takahashi a E-Mail:kosuke77529@hotmail.com Jun ichi Yamamoto b E-Mail:yamamotj@flet.keio.ac.jp and Fumiyuki
More informationSupplementary Figure 1. Psychology Experiment Building Language (PEBL) screen-shots
1 1 2 3 4 5 Supplementary Figure 1. Psychology Experiment Building Language (PEBL) screen-shots including Pursuit Rotor (A), Time-Wall (B), Trail-Making Test (C), Digit Span (D), Wisconsin (Berg) Card
More informationRunning Head: Improving Parent Implementation of Discrete Trial Teaching
Parent Training 1 Running Head: Improving Parent Implementation of Discrete Trial Teaching Improving Parent Implementation of Discrete Trial Teaching Using Video Self-monitoring Daniel Knight The New England
More informationThe effects of two different states of food deprivation for 6 roosters was measured with a
Effects of Food Deprivation on Memory Performance. Jacob. L. Kerewaro Abstract The effects of two different states of food deprivation for 6 roosters was measured with a delayed matching-to-sample (DMTS)
More informationAssessing the Effects of Matched and Unmatched Stimuli on the Persistence of Stereotypy. A Thesis Presented. Sarah Scamihorn
Assessing the Effects of Matched and Unmatched Stimuli on the Persistence of Stereotypy A Thesis Presented by Sarah Scamihorn The Department of Counseling and Applied Educational Psychology In partial
More informationMain Study: Summer Methods. Design
Main Study: Summer 2000 Methods Design The experimental design is within-subject each participant experiences five different trials for each of the ten levels of Display Condition and for each of the three
More informationTHE POWER OF ONE REINFORCER. Mary E. Hunter, B.A. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY OF NORTH TEXAS. August 2013 APPROVED:
THE POWER OF ONE REINFORCER Mary E. Hunter, B.A. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY OF NORTH TEXAS August 2013 APPROVED: Jesús Rosales-Ruiz, Major Professor Jonathan Pinkston,
More informationEffects of Increased Exposure to Training Trials with Children with Autism. A Thesis Presented. Melissa A. Ezold
Effects of Increased Exposure to Training Trials with Children with Autism A Thesis Presented by Melissa A. Ezold The Department of Counseling and Applied Educational Psychology In partial fulfillment
More informationThe role of stereotypies in overselectivity process in Rett syndrome
Available online at www.sciencedirect.com Research in Developmental Disabilities xxx (2008) xxx xxx The role of stereotypies in overselectivity process in Rett syndrome Rosa Angela Fabio a, Samantha Giannatiempo
More informationA Comparison of Methods for Teaching Object Imitation: In-Vivo versus Video Modeling. A Thesis Presented. Amy N. Wick
Imitation 1 A Comparison of Methods for Teaching Object Imitation: In-Vivo versus Video Modeling A Thesis Presented by Amy N. Wick The Department of Counseling and Applied Educational Psychology In partial
More informationDoes scene context always facilitate retrieval of visual object representations?
Psychon Bull Rev (2011) 18:309 315 DOI 10.3758/s13423-010-0045-x Does scene context always facilitate retrieval of visual object representations? Ryoichi Nakashima & Kazuhiko Yokosawa Published online:
More informationThe Role of Feedback in Categorisation
The Role of in Categorisation Mark Suret (m.suret@psychol.cam.ac.uk) Department of Experimental Psychology; Downing Street Cambridge, CB2 3EB UK I.P.L. McLaren (iplm2@cus.cam.ac.uk) Department of Experimental
More informationValue transfer in a simultaneous discrimination by pigeons: The value of the S + is not specific to the simultaneous discrimination context
Animal Learning & Behavior 1998, 26 (3), 257 263 Value transfer in a simultaneous discrimination by pigeons: The value of the S + is not specific to the simultaneous discrimination context BRIGETTE R.
More informationStimulus control of foodcup approach following fixed ratio reinforcement*
Animal Learning & Behavior 1974, Vol. 2,No. 2, 148-152 Stimulus control of foodcup approach following fixed ratio reinforcement* RICHARD B. DAY and JOHN R. PLATT McMaster University, Hamilton, Ontario,
More informationFunctional Assessment Observation Form
Functional Assessment Observation Form THE CONTENT OF THE FUNCTIONAL ASSESSMENT OBSERVATION FORM This Functional Assessment Observation Form has eight major sections (see next page). A blank copy of the
More informationUSING PERCENTILE SCHEDULES TO INCREASE EYE CONTACT IN CHILDREN WITH FRAGILE X SYNDROME SCOTT S. HALL, NATALEE P. MAYNES, AND ALLAN L.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2009, 42, 171 176 NUMBER 1(SPRING 2009) USING PERCENTILE SCHEDULES TO INCREASE EYE CONTACT IN CHILDREN WITH FRAGILE X SYNDROME SCOTT S. HALL, NATALEE P. MAYNES, AND
More informationIntroductory Motor Learning and Development Lab
Introductory Motor Learning and Development Lab Laboratory Equipment & Test Procedures. Motor learning and control historically has built its discipline through laboratory research. This has led to the
More informationValue Transfer in a Simultaneous Discrimination Appears to Result From Within-Event Pavlovian Conditioning
Journal of Experimental Psychology: Animal Behavior Processes 1996, Vol. 22. No. 1, 68-75 Copyright 1996 by the American Psychological Association. Inc. 0097-7403/96/53.00 Value Transfer in a Simultaneous
More informationCognitive dissonance in children: Justification of effort or contrast?
Psychonomic Bulletin & Review 2008, 15 (3), 673-677 doi: 10.3758/PBR.15.3.673 Cognitive dissonance in children: Justification of effort or contrast? JÉRÔME ALESSANDRI AND JEAN-CLAUDE DARCHEVILLE University
More informationEffective Interventions for Students with ASD: Practical Applications for Classroom Success. Seminar Two
Effective Interventions for Students with ASD: Practical Applications for Classroom Success Seminar Two 1 Objectives Participants will learn how to use naturalistic interventions to improve social and
More informationEffective Interventions for Students with ASD: Practical Applications for Classroom Success. Seminar Two. Objectives
Effective Interventions for Students with ASD: Practical Applications for Classroom Success Seminar Two Objectives Participants will learn how to use naturalistic interventions to improve social and communication
More informationTHE EFFECTS OF TERMINAL-LINK STIMULUS ARRANGEMENTS ON PREFERENCE IN CONCURRENT CHAINS. LAUREL COLTON and JAY MOORE University of Wisconsin-Milwaukee
The Psychological Record, 1997,47,145-166 THE EFFECTS OF TERMINAL-LINK STIMULUS ARRANGEMENTS ON PREFERENCE IN CONCURRENT CHAINS LAUREL COLTON and JAY MOORE University of Wisconsin-Milwaukee Pigeons served
More information1/20/2015. Maximizing Stimulus Control: Best Practice Guidelines for Receptive Language Instruction. Importance of Effective Teaching
Maximizing Stimulus Control: Best Practice Guidelines for Receptive Language Instruction Linda LeBlanc Trumpet Behavioral Health Laura Grow University of British Columbia Importance of Effective Teaching
More informationPupil Dilation as an Indicator of Cognitive Workload in Human-Computer Interaction
Pupil Dilation as an Indicator of Cognitive Workload in Human-Computer Interaction Marc Pomplun and Sindhura Sunkara Department of Computer Science, University of Massachusetts at Boston 100 Morrissey
More informationDERIVED CONDITIONAL POSITION DISCRIMINATION IN INDIVIDUALS WITHOUT NAMI NG SKILLS
The Psychological Record, 2006, 56, 287-301 DERIVED CONDITIONAL POSITION DISCRIMINATION IN INDIVIDUALS WITHOUT NAMI NG SKILLS KATHRYN J. SAUNDERS, JENNIFER O'DONNELL, DEAN C. WILLIAMS, and JOSEPH E. SPRADLIN
More informationASSESSMENT OF THE FUNCTIONS OF VOCAL BEHAVIOR IN CHILDREN WITH DEVELOPMENTAL DISABILITIES: A REPLICATION MICHAEL E. KELLEY
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2007, 40, 571 576 NUMBER 3(FALL 2007) ASSESSMENT OF THE FUNCTIONS OF VOCAL BEHAVIOR IN CHILDREN WITH DEVELOPMENTAL DISABILITIES: A REPLICATION MICHAEL E. KELLEY MARCUS
More informationCANTAB Test descriptions by function
CANTAB Test descriptions by function The 22 tests in the CANTAB battery may be divided into the following main types of task: screening tests visual memory tests executive function, working memory and
More informationIt is important to recognize that DTT in itself is not a good or bad method, and like any teaching method, it may be implemented on a continuum from
Sam Quarm It is important to recognize that DTT in itself is not a good or bad method, and like any teaching method, it may be implemented on a continuum from very well to very poorly (Baer, 2005) Discrete
More informationObject Substitution Masking: When does Mask Preview work?
Object Substitution Masking: When does Mask Preview work? Stephen W. H. Lim (psylwhs@nus.edu.sg) Department of Psychology, National University of Singapore, Block AS6, 11 Law Link, Singapore 117570 Chua
More informationSUPPLEMENTARY INFORMATION Perceptual learning in a non-human primate model of artificial vision
SUPPLEMENTARY INFORMATION Perceptual learning in a non-human primate model of artificial vision Nathaniel J. Killian 1,2, Milena Vurro 1,2, Sarah B. Keith 1, Margee J. Kyada 1, John S. Pezaris 1,2 1 Department
More informationMeasurement of visual memory span by means of the recall of dot-in-matrix patterns
Behavior Research Methods & Instrumentation 1982, Vol. 14(3),39-313 Measurement of visual memory span by means of the recall of dot-in-matrix patterns SHIN ICHI ICHIKAWA University of Tokyo, Bunkyo-ku,
More informationANTECEDENT REINFORCEMENT CONTINGENCIES IN THE STIMULUS CONTROL OF AN A UDITORY DISCRIMINA TION' ROSEMARY PIERREL AND SCOT BLUE
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR ANTECEDENT REINFORCEMENT CONTINGENCIES IN THE STIMULUS CONTROL OF AN A UDITORY DISCRIMINA TION' ROSEMARY PIERREL AND SCOT BLUE BROWN UNIVERSITY 1967, 10,
More informationREPEATED MEASUREMENTS OF REINFORCEMENT SCHEDULE EFFECTS ON GRADIENTS OF STIMULUS CONTROL' MICHAEL D. ZEILER
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR REPEATED MEASUREMENTS OF REINFORCEMENT SCHEDULE EFFECTS ON GRADIENTS OF STIMULUS CONTROL' MICHAEL D. ZEILER UNIVERSITY OF IOWA 1969, 12, 451-461 NUMBER
More informationDisjunction Effect in Prisoners Dilemma: Evidences from an Eye-tracking Study
Disjunction Effect in Prisoners Dilemma: Evidences from an Eye-tracking Study Evgenia Hristova (ehristova@cogs.nbu.bg) Maurice Grinberg (mgrinberg@nbu.bg) Central and Eastern European Center for Cognitive
More informationINTERACTIONS OF CONTINGENCIES, INSTRUCTIONAL ACCURACY, AND INSTRUCTIONAL HISTORY IN CONDITIONAL DISCRIMINATION
The Psychological Record, 2005, 55, 633-646 INTERACTIONS OF CONTINGENCIES, INSTRUCTIONAL ACCURACY, AND INSTRUCTIONAL HISTORY IN CONDITIONAL DISCRIMINATION HECTOR MARTINEZ and RICARDO TAMAYO University
More informationProgram. PECS (cont.) Speech-Generating Devices (SGDs) SGDs (Cont.) 11/19/2010. Wendt, Boesch, & Subramanian ASHA Convention 2010
Annual Convention of the American Speech-Language-Hearing Association Moving from PECS to SGDs in AAC Intervention for Autism Oliver Wendt Miriam Boesch Anu Subramanian Ning Hsu Katie Johnstone Program
More informationShining in the Center: Central Gaze Cascade Effect on Product Choice
Shining in the Center: Central Gaze Cascade Effect on Product Choice Selin Atalay H. Onur Bodur Dina Rasolofoarison Danny Purpose: How can eye-tracking be used to explain the process underlying consumers
More informationSelective changes of sensitivity after adaptation to simple geometrical figures*
Perception & Psychophysics 1973. Vol. 13. So. 2.356-360 Selective changes of sensitivity after adaptation to simple geometrical figures* ANGEL VASSILEV+ Institu te of Physiology. Bulgarian Academy of Sciences.
More informationGrouped Locations and Object-Based Attention: Comment on Egly, Driver, and Rafal (1994)
Journal of Experimental Psychology: General 1994, Vol. 123, No. 3, 316-320 Copyright 1994 by the American Psychological Association. Inc. 0096-3445/94/S3.00 COMMENT Grouped Locations and Object-Based Attention:
More informationCONSEQUENCES NORTHEASTERN UNIVERSITY. the conditional-discrimination procedure known as matching to sample (Catania, 1984;
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR EMERGENT SIMPLE DISCRIMINATION ESTABLISHED BY INDIRECT RELATION TO DIFFERENTIAL CONSEQUENCES JULIO C. DE ROSE, WILLIAM J. MCILVANE, WILLIAM V. DUBE, VIRGINIA
More informationDOES STIMULUS COMPLEXITY AFFECT ACQUISITION OF CONDITIONAL DISCRIMINATIONS AND THE EMERGENCE OF DERIVED RELATIONS? Tiffani L. Martin, B.A., B.S.
DOES STIMULUS COMPLEXITY AFFECT ACQUISITION OF CONDITIONAL DISCRIMINATIONS AND THE EMERGENCE OF DERIVED RELATIONS? Tiffani L. Martin, B.A., B.S. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY
More informationThe role of cognitive effort in subjective reward devaluation and risky decision-making
The role of cognitive effort in subjective reward devaluation and risky decision-making Matthew A J Apps 1,2, Laura Grima 2, Sanjay Manohar 2, Masud Husain 1,2 1 Nuffield Department of Clinical Neuroscience,
More informationTHE EFFECTS OF INTERSPERESED TRIALS AND DENSITY OF REINFORCEMENT ON ACCURACY, LOOKING AWAY, AND SELF- INJURIOUS BEHAVIOR OF A CHILD WITH AUTISM
THE EFFECTS OF INTERSPERESED TRIALS AND DENSITY OF REINFORCEMENT ON ACCURACY, LOOKING AWAY, AND SELF- INJURIOUS BEHAVIOR OF A CHILD WITH AUTISM Rita Ybarra Thesis Prepared for the Degree of MASTER OF SCIENCE
More informationCebus cf. apella exhibits rapid acquisition of complex stimulus relations and emergent performance by exclusion
PSYCHOLOGY NEUROSCIENCE Psychology & Neuroscience, 2010, 3, 2, 209-215 DOI: 10.3922/j.psns.2010.2.010 Cebus cf. apella exhibits rapid acquisition of complex stimulus relations and emergent performance
More informationOBSERVING AND ATTENDING IN A DELAYED MATCHING-TO-SAMPLE PREPARATION IN PIGEONS. Bryan S. Lovelace, B.S. Thesis Prepared for the Degree of
OBSERVING AND ATTENDING IN A DELAYED MATCHING-TO-SAMPLE PREPARATION IN PIGEONS Bryan S. Lovelace, B.S. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY OF NORTH TEXAS December 2008 APPROVED:
More informationPigeons transfer between conditional discriminations with differential outcomes in the absence of differential-sample-responding cues
Animal Learning & Behavior 1995, 23 (3), 273-279 Pigeons transfer between conditional discriminations with differential outcomes in the absence of differential-sample-responding cues LOU M. SHERBURNE and
More informationVariability as an Operant?
The Behavior Analyst 2012, 35, 243 248 No. 2 (Fall) Variability as an Operant? Per Holth Oslo and Akershus University College Correspondence concerning this commentary should be addressed to Per Holth,
More informationUsing Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism
Education and Training in Developmental Disabilities, 2008, 43(1), 37 45 Division on Developmental Disabilities Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two
More informationCronfa - Swansea University Open Access Repository
Cronfa - Swansea University Open Access Repository This is an author produced version of a paper published in: AGE Cronfa URL for this paper: http://cronfa.swan.ac.uk/record/cronfa28695 Paper: Kelly, M.,
More informationON THE EFFECTS OF EXTENDED SAMPLE-OBSERVING RESPONSE REQUIREMENTS ON ADJUSTED DELAY IN A TITRATING DELAY MATCHING-TO-SAMPLE PROCEDURE WITH PIGEONS
ON THE EFFECTS OF EXTENDED SAMPLE-OBSERVING RESPONSE REQUIREMENTS ON ADJUSTED DELAY IN A TITRATING DELAY MATCHING-TO-SAMPLE PROCEDURE WITH PIGEONS Brian D. Kangas, B.A. Thesis Prepared for the Degree of
More informationCONDITIONED REINFORCEMENT IN RATS'
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 1969, 12, 261-268 NUMBER 2 (MARCH) CONCURRENT SCHEULES OF PRIMARY AN CONITIONE REINFORCEMENT IN RATS' ONAL W. ZIMMERMAN CARLETON UNIVERSITY Rats responded
More informationFACTORS AFFECTING THE SMOOTH PURSUIT OF A MOVING TARGET
FACTORS AFFECTING THE SMOOTH PURSUIT OF A MOVING TARGET Ben Ames, Kivi Dennis, Tracey Hoang, and Paul Jobson Clemson University Abstract In the past few years there has been little study on the role of
More informationInterpreting Instructional Cues in Task Switching Procedures: The Role of Mediator Retrieval
Journal of Experimental Psychology: Learning, Memory, and Cognition 2006, Vol. 32, No. 3, 347 363 Copyright 2006 by the American Psychological Association 0278-7393/06/$12.00 DOI: 10.1037/0278-7393.32.3.347
More informationHow Far Away Is That? It Depends on You: Perception Accounts for the Abilities of Others
Journal of Experimental Psychology: Human Perception and Performance 2015, Vol. 41, No. 3, 000 2015 American Psychological Association 0096-1523/15/$12.00 http://dx.doi.org/10.1037/xhp0000070 OBSERVATION
More informationUSING VIDEO MODELING AND REINFORCEMENT TO TEACH PERSPECTIVE-TAKING SKILLS TO CHILDREN WITH AUTISM LINDA A. LEBLANC AND ANDREA M.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2003, 36, 253 257 NUMBER 2(SUMMER 2003) USING VIDEO MODELING AND REINFORCEMENT TO TEACH PERSPECTIVE-TAKING SKILLS TO CHILDREN WITH AUTISM LINDA A. LEBLANC AND ANDREA
More informationDetermining Preference for Social Interaction. A Thesis Presented. Hillary S. Balog. In partial fulfillment of the requirements for the degree of
Determining Preference 1 Determining Preference for Social Interaction A Thesis Presented By Hillary S. Balog In partial fulfillment of the requirements for the degree of Master of Science In the field
More informationTHE REFERENTIAL NATURE OF RULES AND INSTRUCTIONS: A RESPONSE TO INSTRUCTIONS, RULES, AND ABSTRACTION: A MISCONSTRUED RELATION BY EMILIO RIBES-IÑESTA
Behavior and Philosophy, 29, 21-25 (2001). 2001 Cambridge Center for Behavioral Studies THE REFERENTIAL NATURE OF RULES AND INSTRUCTIONS: A RESPONSE TO INSTRUCTIONS, RULES, AND ABSTRACTION: A MISCONSTRUED
More informationContrast and the justification of effort
Psychonomic Bulletin & Review 2005, 12 (2), 335-339 Contrast and the justification of effort EMILY D. KLEIN, RAMESH S. BHATT, and THOMAS R. ZENTALL University of Kentucky, Lexington, Kentucky When humans
More informationInterference with spatial working memory: An eye movement is more than a shift of attention
Psychonomic Bulletin & Review 2004, 11 (3), 488-494 Interference with spatial working memory: An eye movement is more than a shift of attention BONNIE M. LAWRENCE Washington University School of Medicine,
More informationAutomatic detection, consistent mapping, and training * Originally appeared in
Automatic detection - 1 Automatic detection, consistent mapping, and training * Originally appeared in Bulletin of the Psychonomic Society, 1986, 24 (6), 431-434 SIU L. CHOW The University of Wollongong,
More informationAnswers to end of chapter questions
Answers to end of chapter questions Chapter 1 What are the three most important characteristics of QCA as a method of data analysis? QCA is (1) systematic, (2) flexible, and (3) it reduces data. What are
More informationSupplementary materials for: Executive control processes underlying multi- item working memory
Supplementary materials for: Executive control processes underlying multi- item working memory Antonio H. Lara & Jonathan D. Wallis Supplementary Figure 1 Supplementary Figure 1. Behavioral measures of
More informationAre In-group Social Stimuli more Rewarding than Out-group?
University of Iowa Honors Theses University of Iowa Honors Program Spring 2017 Are In-group Social Stimuli more Rewarding than Out-group? Ann Walsh University of Iowa Follow this and additional works at:
More information