Effects of Error-Contingent Prompts Depend on Temporal Arrangement of Stimuli in Symbolic Matching to Sample
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Effects of Error‑Contingent Prompts Depend on Temporal Arrangement of Stimuli in Symbolic Matching to Sample Providence A. Gee1,2 · Kiley A. Schneider1,2 · Bailey Devine1,3 · Anna Ingeborg Petursdottir1
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract In laboratory symbolic matching-to-sample (MTS) tasks, acquisition commonly proceeds via trial and error, whereas in applied settings, MTS instruction typically includes prompting and prompt-fading strategies. We examined the effects of error-contingent prompts in symbolic MTS under sample-first and comparison-first presentation arrangements. Three children (4–6 years) participated in each of two experiments. Each participant received two instructional sessions in each of four conditions, with new stimuli in each session. Dependent measures included terminal accuracy, items mastered, and overall efficiency across participants. In Experiment 1, error-contingent prompts facilitated acquisition under the comparison-first but not under the sample-first arrangement. In Experiment 2, the temporal arrangement of error correction trials was altered such that prompts did not delay the presentation of comparison stimuli. With this change, error-contingent prompts facilitated acquisition under both stimulus presentation arrangements. The results suggest that in a sample-first presentation format, prompts may be ineffective if they delay comparison presentation. Keywords Conditional discrimination · Error correction · Matching to sample · Prompting · Receptive labeling Symbolic matching-to-sample (MTS) tasks are commonly used as instructional tools in educational settings for individuals with and without neurodevelopmental disorders. For example, in a task commonly used to teach receptive labels to children * Anna Ingeborg Petursdottir [email protected] 1
Department of Psychology, Texas Christian University, TCU Box 298920, Fort Worth, TX 76129, USA
2
Present Address: Baylor University, Waco, USA
3
Present Address: Waypoint Behavioral Health Solutions, Dallas, USA
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Vol.:(0123456789)
Journal of Behavioral Education
with language delays (e.g., Leaf and McEachin 1999; Lovaas 2003), the child is presented with a verbal instruction (e.g., “Show me spoon”) and several objects or pictures to choose from (e.g., spoon, knife, and fork). In this case, the verbal instruction may be conceptualized as an auditory sample stimulus and the visual stimuli as comparison stimuli. The child is said to have acquired new auditory–visual conditional discriminations when it is demonstrated that different sample stimuli (e.g., “spoon,” “knife,” and “fork”) control the selection of different comparison stimuli (Green 2001). Symbolic MTS tasks may also be presented to typically developing students of various ages in regular education settings. For example, in equivalencebased instruction (EBI), baseline visual–visual or auditory–visual conditional discriminations are commonly established via MTS instruction, followed by additional MTS or other types o
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