The present study investigated the use of stimulus-stimulus pairing (SSP) as the first step to build an echoic repertoire with children with no vocal communication skills. We began with echoic probes to establish the child did not have the target sound in their echoic repertoire, then implemented SSP to increase the rate of the target vocalization, and systematically added direct reinforcement, and a delay, until the participant responded in 80% of trials; we then implemented echoic training. We conducted this procedure with 3 young children with autism. This procedure was effective for one of three participants, and her echoic learning history immediately generalized to other sounds. For the other two participants, SSP increased the rate of vocalizations; however, they did not respond in enough trials to move to echoic training before withdrawing from the study. This study provides preliminary evidence for the use of SSP as part of echoic training for children with limited functional communication.

After Donald Trump won the presidency, his use of social media has gotten massive attention because of its incredibly inappropriate content. Many people question how appropriate his use of Twitter is, and in the linguistic field prominent voices point out that the former businessman does not have the skills to speak; he only talks (McWhorter, 2017). As America’s President with views of his own about worldly events, it is of special interest to see how people interact with him online. Because of the low 39% approval rating, one can assume that many disagree with him, possibly in a way involving irony. One sub-type of irony is described as “the use of words to express something other than and especially the opposite of the literal meaning” (Merriam-Webster, 2018), and it is reasonable to assume that some responses to Trump’s tweets use irony to present an alternative view of his actions or opinions. The study sets out to find replies to Trump’s tweets that are ironic and identify if they correspond to earlier developed theories of irony. The replies are examined to determine which of Grice’s maxims of conversation that is flouted the most. The data included 337 replies of which 78 (23%) were shown to follow an ironical pattern, mostly in order to ridicule and condemn Trump. 88 % of all comments disagree with Trump’s tweets. The most applicable theory of irony is the echoic interpretation theory by Wilson and Sperber, and the most flouted maxim is relevance. / Sedan Donald Trump ställde upp i presidentvalet och till slut vann valet, har hans användning av sociala medier fått mycket uppmärksamhet p.g.a dess olämpliga innehåll. Många har ifrågasatt lämpligheten i hans Twitter-användning, och lingvistiskt sett menar framstående röster att den tidigare företagsmannen inte äger förmågan att tala; han kan bara prata; och det gör han på Twitter som USA:s president och ger sin egen syn på världsliga händelser. Därför är det av intresse att titta på hur människor reagerar och tilltalar honom på nätet. Med tanke på hans låga popularitetssiffra på 39%, kan det förmodas att många inte håller med honom, och att ironi används som ett sätt att uttrycka en annan åsikt. Ironi beskrivs som “användningen av ord för att uttrycka någonting annat eller speciellt det motsatta av den bokstavliga meningen” (översatt från Merriam-Webster, 2018), vilket är hypotetiskt förväntat i svar till Trumps tweets. Denna studie syftar till att identifiera ironiska kommentarer på Trumps tweets och se om de överensstämmer med tidigare utvecklade teorier kring ironi. Även analys av vilken av Grices konversationsmaximer som bryts oftast görs i studien. Studiens data inkluderar 337 kommentarer, av vilka 78 (23%) är ironiska, oftast med intention att förlöjliga och fördöma Trump. 88% av alla kommentarer håller inte med om innehållet i Trumps tweets. Den mest applicerbara ironi-teorin var “echoic interpretation” teorin (Wilson & Sperber), medan den mest ignorerade konversationsmaximen var relevans.

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Made available in DSpace on 2016-04-29T13:17:55Z (GMT). No. of bitstreams: 1 Isabella Luiza Debone de Sousa.pdf: 1233753 bytes, checksum: 2b1773db3219990b3b7dccd3c198f44a (MD5) Previous issue date: 2015-06-15 / Previous studies that proposed to install mand and tact in children diagnosed with Autism Spectrum Disorder, added to the training procedure different verbal antecedents, in addition to the ones under investigation that are supposed to control. The present study sought to assess a procedure to install mand and tact in four autistic children with gradually delay echoic prompt. Two different topographies were trained for each participant. The children were separated into two groups. The group number 1 was trained in the mand-tact route and the group number 2 in the tact-mand route. The results showed that the use of gradually delay echoic prompt was effective in the participants of the mand-tact route for one topography and for the verbal operant tact only. The follow up result showed that the correct answers by this participant were maintained after one month, and for the three others participants, it is noticeable a higher number of echoic answers related with the baseline for the two trained topographies / Estudos anteriores que se propuseram a instalar mando e tato em crianças diagnosticadas com Transtorno do Espectro do Autismo, adicionaram ao procedimento de treino diferentes antecedentes verbais, além dos que deveriam controlar o operante sob investigação. No presente estudo pretendeu-se avaliar um procedimento de instalação de mando e de tato em crianças autistas com atraso gradual do modelo ecoico. Duas topografias diferentes foram treinadas para cada participante. As crianças foram divididas em dois grupos. O grupo 1 foi treinado na rota mando-tato e o grupo 2 na rota tato-mando. Os resultados demonstraram que o uso do atraso gradual do modelo ecoico foi eficaz apenas para um dos participantes da rota mando-tato para uma topografia e para o operante verbal tato. Os resultados do follow-up indicaram que as respostas corretas para esse participante se mantiveram após um mês e para os outros três participantes observou-se um número maior de respostas ecoicas em relação à linha de base para as duas topografias treinadas

Development of vocalizations in early learners with autism is critical to the acquisition of verbal behavior and other important life skills. The purpose of the present studies was to (1) evaluate the efficiency and efficacy of Stimulus-Stimulus Pairing (SSP) and standard Echoic Training (ET) procedures for the development and onset of verbal behavior in early learners with ASD to improve early intervention efficiency and (2) elucidate predictive characteristics or variables for the effective use of SSP. The present studies were comprised of a multiple-baseline (across behaviors) experimental design buttressed within a reversal design, also known more broadly as within-subject controlled experimental designs. It was found that SSP can have a greater treatment efficacy than ET, but any efficacy advantage is transitory. Shifting an SSP treatment to direct reinforcement contingencies once vocalizations are produced are likely the most effective strategy. SSP produces discrepant effects across learners, thus highlighting the need to assess a learner’s characteristics and assumed reinforcer effectiveness. It was also found that higher-functioning learners will benefit more greatly from ET as opposed to SSP.

It has been well documented that dual-task performance is more accurate when each task is based on a different sensory modality. It is also well documented that the memory for each sense has unequal durations, particularly visual (iconic) and auditory (echoic) sensory memory. In this dissertation I address whether differences in sensory memory (e.g. iconic vs. echoic) duration have implications for the design of a multimodal display. Since echoic memory persists for seconds in contrast to iconic memory which persists only for milliseconds, one of my hypotheses was that in a visual-auditory dual task condition, performance will be better if the visual task is completed before the auditory task than vice versa. In Experiment 1 I investigated whether the ability to recall multi-modal stimuli is affected by recall order, with each mode being responded to separately. In Experiment 2, I investigated the effects of stimulus order and recall order on the ability to recall information from a multi-modal presentation. In Experiment 3 I investigated the effect of presentation order using a more realistic task. In Experiment 4 I investigated whether manipulating the presentation order of stimuli of different modalities improves humans' ability to combine the information from the two modalities in order to make decision based on pre-learned rules. As hypothesized, accuracy was greater when visual stimuli were responded to first and auditory stimuli second. Also as hypothesized, performance was improved by not presenting both sequences at the same time, limiting the perceptual load. Contrary to my expectations, overall performance was better when a visual sequence was presented before the audio sequence. Though presenting a visual sequence prior to an auditory sequence lengthens the visual retention interval, it also provides time for visual information to be recoded to a more robust form without disruption. Experiment 4 demonstrated that decision making requiring the integration of visual and auditory information is enhanced by reducing workload and promoting a strategic use of echoic memory. A framework for predicting Experiment 1-4 results is proposed and evaluated.

Made available in DSpace on 2016-06-02T19:44:18Z (GMT). No. of bitstreams: 1 6720.pdf: 1775061 bytes, checksum: 79e0368643e20a77c0ea24b71203dfdb (MD5) Previous issue date: 2014-09-30 / Financiadora de Estudos e Projetos / In our lab, for over two decades we have designed and carried out studies that regard teaching and control of basic emerging verbal behavior. Functional independence of tact and mand, as well as responding as listener and speaker are some examples of research aims that caught our attention in the past eight years. In this context, the three articles presented here are a result of seven studies carried out as part of a doctoral research (article 1: studies 1 and 2; article 2: studies 3 to 5; article 3, studies 6 and 7) and feature the history of an experimental pursuit of variables that may account for the establishment of the listenerspeaker bidirectional relation. All three articles investigate the effects of echoic responding in MTS tasks that teach listener behavior and test the emergence of tact. Studies 1 through 5 (articles 1 and 2) carried out with adult participants set an investigative and preparatory condition for the following studies carried out with children with autism and with typical development who present poor verbal repertory. Article 1 aimed to compare the effects of traditional MTS procedures with a modified procedure that adds an echoic differential observing response (DOR) to auditory model stimuli when teaching listener relations and testing the emergence of tact. In article 2 we aimed to extend the analysis of the second procedure s effect when teaching other conditional relations. The analysis of results in articles 1 and 2 was parsimonious, but directed to methodological and conceptual aspects for considering that participants were adults that already presented naming. Article 3 accounts for the most careful product of the current study, however it does not provide conclusive results. General results show that adding a echoic DOR of in the MTS task have not assured but produced superior effects compared to traditional MTS tasks when teaching auditory‐visual relations and testing the emergence of tact and other derived discriminations. Careful analyses on methodological gaps and controlling variables of the teaching procedure are, possibly, the most precious information provided in all three articles. Replications are required and suggested with details as means to make progress in the central research problem that regards the emergence of basic verbal relations. / Em nosso laboratório, há mais de duas décadas temos produzido uma série de estudos que envolvem o ensino e o controle de repertórios verbais básicos emergentes. A independência funcional entre os repertórios tato e mando e entre responder como ouvinte e falante são alguns exemplos de objetos de estudo que têm nos interessado nos últimos oito anos. Neste contexto, a elaboração dos três artigos apresentados no presente trabalho é produto da realização de sete estudos realizados ao longo do doutorado (artigo 1: estudos 1 e 2; artigo 2: estudos 3 a 5 e; artigo 3: estudos 6 e 7) e que caracterizam uma história de perseguição experimental acerca de variáveis que possam controlar a instalação da relação bidirecional ouvinte‐falante da Nomeação. Os três artigos apresentam uma característica especial em comum, a investigação dos efeitos do responder ecóico acoplado na tarefa MTS sobre o ensino de relações de ouvinte e emergência de relações de tato. Os cinco primeiros estudos (artigos 1 e 2), realizados com participantes adultos, fazem parte de uma condição investigativa e preparatória para a elaboração dos últimos dois estudos, com crianças com autismo e crianças com desenvolvimento típico que apresentam repertório verbal pouco desenvolvido. No artigo 1, o objetivo central foi comparar efeitos da aplicação do procedimento tradicional de MTS com o do procedimento de MTS com uma resposta de observação diferencial (ROD) ecóica acoplada ao estímulo modelo auditivo no ensino de relações de ouvinte e na emergência de tato. No artigo 2, procuramos estender a análise dos efeitos do segundo procedimento para o ensino de outras relações condicionais. A análise dos resultados dos artigos 1 e 2 foi feita de forma parcimoniosa, mais voltada a aspectos metodológicos que conceituais, por considerar que os participantes eram adultos e já apresentavam o repertório de Nomeação. O artigo 3 representa o produto mais cuidadoso do presente trabalho mas, ainda assim, não apresenta resultados conclusivos. Os resultados gerais mostraram que a acoplagem da ROD ecóica na tarefa MTS não garantiu mas produziu efeitos superiores ao da tradicional tarefa MTS sobre o ensino de relações condicionais auditivo‐visuais e emergência de relações de tato e de outras discriminações derivadas. Análises cuidadosas sobre as lacunas metodológicas encontradas e sobre as variáveis de controle do procedimento de ensino são, possivelmente, as informações mais preciosas dos artigos. Replicações dos estudos são requeridas e sugeridas com detalhes a fim de avançar na investigação do problema de pesquisa central que envolve a emergência de repertórios verbais básicos.

Cette version de la thèse a été tronquée des éléments de composition originale. Une version plus complète devrait être rendue disponible sous peu pour les membres de la communauté de l’Université de Montréal. / Abstractions musicales : Composer l'expérience à travers la mémoire auditive réfléchit au rôle que joue la mémoire auditive dans le processus de composition. Ma recherche explore les souvenirs auditifs de nature épisodique dans lesquels l'affect émotionnel, la répétition de la mémoire et, par conséquent, la distorsion de la mémoire jouent un rôle important. Cela conduit à une méthodologie d'abstraction, un processus de composition dont le but n'est pas seulement d'explorer le contenu des souvenirs, mais d'examiner les actes mêmes de se souvenir et d'imaginer le son et comment ceux-ci influencent le développement des formes et motifs musicaux. En présentant ma méthodologie d'abstraction, je cherche à extérioriser et à formaliser la relation largement intérieure et subconsciente que de nombreux compositeurs entretiennent avec leur mémoire auditive. Cela élargit délibérément la portée du processus de composition pour inclure et considérer l'influence de l'écoute profonde et de l'analyse perceptuelle d'œuvres préexistantes. La thèse est présentée en deux sections. Elle commence par une section théorique, composée d'un chapitre résumant mes recherches sur la mémoire auditive et l’imagination sonore, suivi d'un chapitre exposant la méthodologie qui en découle. Le reste de la thèse est consacré à l'analyse d’une sélection de huit œuvres composées pendant mon doctorat, chacune d'entre elles explorant une relation avec la mémoire auditive et/ou l'imagination. Les œuvres analysées sont organisées en trois catégories : (1) le dialogue et la narration, (2) l'espace (son excavé), (3) identité, culture et ancêtres. Le but ultime de la thèse est de mettre en lumière des façons dont les compositeurs utilisent la mémoire, l’imagination sonore et l'abstraction pour développer notre matériau musical. / Musical Abstractions: Composing experience through auditory memories reflects on the role that auditory memory plays in the compositional process. My research explores auditory memories of an episodic nature in which emotional affect, rehearsal of memory, and hence memory distortions play an important role. This leads to a methodology of abstraction, a compositional process whose goal is not solely to explore the content of memories, but to examine how the very acts of remembering and imagining sound translate to musical motivic development and form. In presenting my methodology of abstraction, I aim to exteriorize and formalize the mostly subconscious and interior relationship many composers have with their auditory memory. This deliberately broadens the scope of the compositional process to include and consider the influence of deep listening and perceptual analysis of pre-existing works. The thesis is presented in two sections. It begins with a theoretical section, consisting of a chapter summarizing my research into auditory memory and audiation followed by a chapter outlining the resulting methodology. The rest of the thesis is devoted to the analysis of eight selected works composed during my doctorate, each of which explores a relationship with auditory memory and/or imagination. The analyzed works are organized into three categories: (1) in dialogue and narrative, (2) in space (excavated sound), (3) in our identity, culture, and ancestors. The ultimate goal of the thesis is to shed light on some ways composers use memory, audiation, and abstraction to develop our musical material.

La schizophrénie (SZ) est une pathologie psychiatrique chronique et invalidante dont les conséquences fonctionnelles sont principalement liées à des déficits cognitifs. Ceux-ci sont étroitement associés à des déficits de perception auditive précoce d’informations de bas niveaux telle que la hauteur sonore. La perception auditive précoce peut s’évaluer avec un paradigme comportemental simple appelé « tone-matching » (appariement tonal AT), dans le lequel les sujets doivent discriminer activement entre deux sons courts (300-ms) d’une même paire séparés par un intervalle bref (500-ms). Les performances d’AT reflètent un processus cognitif de comparaison préattentionnelle se déroulant au sein du système auditif central (SAC). Le SAC est constitué du noyau géniculé médian du thalamus (MGN), de l’aire corticale auditive précoce (EA) et de l’aire corticale auditive associative (AA). Cependant, les dysfonctionnements du SAC sous-tendant les déficits d’AT dans la SZ restent mal connus. De plus, ces déficits sont élevés mais hétérogènes selon les cohortes. Ce travail de thèse propose de caractériser le fonctionnement du SAC associé aux performances d’AT chez les sujets SZ afin de mieux comprendre la physiopathologie du trouble et de développer des traitements ciblés. L’hypothèse guidant les 4 études expérimentales de ce travail est que des altérations psychophysiques et neurophysiologiques spécifiques du SAC sont impliquées dans les déficits d’AT dans la SZ. Nos études psychophysiques utilisant différents paradigmes de « tone-matching » ont montré 1) un déficit d’AT de magnitude croissante pour l’intensité, la hauteur et la longueur des stimuli auditifs chez les sujets SZ (n=29), 2) un déficit d’appariement de trios de sons médiant une corrélation entre les déficits d’appariement de paires de sons (AT proprement dit) et l’identification de phrases émotionnelles (n=27). Ces résultats démontrent que les sujets SZ présentent différents niveaux de déficits d’AT selon le type de caractéristique acoustique, ainsi que des niveaux de déficits hiérarchiquement organisés entre les types de complexité des stimuli auditifs perçus. 3) Nos approches neurophysiologiques ont montré une distribution bimodale des performances d’AT chez les sujets atteints de SZ (n=310) avec un 1er groupe présentant une réduction significative de ces performances associée à une réduction de la connectivité fonctionnelle de repos à l’IRM entre les différentes régions du SAC (MGN-EA, MGN-AA et EA-AA impliquant particulièrement des sous-régions AA adjacentes à l’EA) et un 2nd ne présentant pas de déficits d’AT mais une réduction plus modérée de la connectivité uniquement entre EA-AA. Ces résultats démontrent que les performances d’AT permettent de séparer deux sous-types de SZ présentant des patterns topographiques spécifiques de dysconnectivité fonctionnelle de repos au sein du SAC. 4) Les résultats préliminaires de l’étude de l’effet d’une procédure de stimulation électrique transcrânienne non invasive (tES) ciblant le SAC gauche (2mA, 10x20min) montrent une modulation significative des performances d’AT après la procédure de stimulation chez les sujets SZ (n=2). Cela suggère que les déficits d’AT pourraient être dépendants de mécanismes d’excitabilité et de plasticité des neurones du SAC modulables par tES. Pris ensembles, ces résultats confirment l’influence d’altérations mécanistiques du SAC sur les déficits d’AT dans la SZ, dont les spécificités anatomo-fonctionnelles seront à confirmer par des études de validation et des explorations neurophysiologiques « temps réel » du SAC en situation d’AT. En perspective, comme les paradigmes de « tone-matching » peuvent être implémentés facilement en pratique clinique, ces nouvelles donnés pourront permettre de différencier facilement des sous-types physiopathologiques de patients, et de développer des approches thérapeutiques ciblées sur le SAC à la fois en tES et en entraînement cognitif sensoriel / Schizophrenia (SZ) is a chronic brain disorder with outcome primarily driven by deficits in cognition. These have been related to impaired discrimination of basic auditory information such as pitch, as assessed in tone-matching behavioral paradigms in which subjects are asked to actively discriminate between two short pure tones (300-ms) following a brief delay (500-ms). More specifically, tone-matching indexes early, pre-attentive comparison mechanisms occurring in the central auditory system (CAS, divided into thalamic medial geniculate nucleus (MGN), early auditory (EA) and association auditory (AA) cortical areas). Therefore, characterisations of the CAS functioning associated with tone-matching abilities in SZ individuals may be useful drivers for pathophysiology understanding and therapeutic development. First, we aimed at exploring tone-matching abilities in SZ across major acoustic features (length, pitch, intensity) and different levels of complexity (2-tones, 3-tones, emotional sentences) using psychophysical testing. We predicted that patients would display differential deficits across acoustic features, and present a mediated relationship between tone-matching levels of complexity. Second, we investigated the CAS functioning associated with tone-matching at a neurophysiological level, using resting-state functional connectivity MRI (rsFC-MRI) and CAS-targeted transcranial electrical stimulation (left fronto-temporal tES, 2mA, random noise current, ten 20-min twice-daily sessions). We predicted that functional dysconnectivity within the CAS would be associated with tone-matching impairments, and that tES would significantly modulate these impairments in patients. As complementary, we reviewed historical aspects of basic auditory explorations in SZ and studies investigating basic auditory-training approaches as a potential remediative treatment. Psychophysical studies demonstrated more prominent deficits for length than pitch and, in turn, than intensity (n=29), and showed that 3-tones discrimination mediates the correlation between 2-tones and auditory emotion recognition deficits (n=27). Neurophysiological approaches showed that tone-matching performances are bimodally distributed across SZ subjects (n=310), with one group (SZ-) showing significant reductions in both tone-matching and rsFC-MRI in regions of the bilateral CAS (i.e., between MGN and both EA and AA, as well as reductions between EA and AA, particularly involving parcels which are immediately adjacent to EA), and one group (SZ+) showing intact tone-matching and significant reductions only in EA-AA connectivity. The investigation of CAS-targeted tES impact on tone-matching abilities in patients is still ongoing, but preliminary results demonstrated significant modulations of tone-matching scores after the tES procedure (n=2). Our results demonstrate that SZ individuals present with different patterns of tone-matching deficits across acoustic features, but similar yet hierarchical levels of impairments for processing of simple vs. more complex auditory stimuli. Nevertheless, both feature- and complexity- dependant tone-matching deficits might be associated with different types of anatomo-functional underpinnings in the CAS. In addition, we showed that tone-matching measure segregates between discrete SZ subgroups presenting distinct topographic patterns of functional dysconnectivity in the CAS. Finally, tone-matching deficits might be related to neuronal excitability and plasticity mechanisms in the SAC that are modulated by tES. As tone-matching paradigms can be readily implemented within routine clinical settings, these experimental results may be useful to permit differentiation of discrete subtypes of SZ and to develop both non-invasive brain stimulation and remediative approaches

Made available in DSpace on 2016-06-02T19:44:06Z (GMT). No. of bitstreams: 1 2929.pdf: 11352418 bytes, checksum: 28d64060a63b9aea98de01a8294ef436 (MD5) Previous issue date: 2010-03-01 / Universidade Federal de Minas Gerais / Acquisitions of verbal functions in prelingually deaf children have shown progress in the listener s behavior, but less significant gains in the speaker s behavior. The aim of this study was to develop and assess the effectiveness of teaching procedures designed to develop listening comprehension and speech intelligibility in this population. Three studies were conducted. In the first one, subjects were taught conditional auditory-visual relations between dictated words and pictures, and between dictated words and printed words, along three successive learning problems. Two teenage girls with extensive sensory deprivation periods and late cochlear implants learned the auditory-visual relations and showed the emergence of equivalence relations, progressing from the learning relations with conventional words to learning relations between pseudo-words and abstract pictures. Study 2 investigated the effects of a curriculum of conditional discriminations between dictated words and pictures and between dictated and printed words to preschoolers and children acquiring literacy, thus extending the amount of experience with successive sets of words, in relation to Study 1. A multiple baseline design among word sets assessed the curriculum effects. Five of the seven participants learned the conditional discrimination and presented the emergence of equivalence relations, echoic behavior and naming pictures and printed words. Speech production scores, however, lag behind scores in matching tasks. In Study 3 participants learned conditional discriminations between dictated sentences and videoclip scenes. Different sentences were dictated, warranting overlapping of sentence elements, seeking to engender recombinative repertoires (in identifying new scenes formed by recombination of subject, verb and object of previous sentences). Participants demonstrated recombinative generalization and produced intelligible sentences. Results indicate the potential of the teaching procedures for the (re)habilitation of implant users. The persistence of the imbalance between speech production and auditory comprehension suggests important issues concerning the ontogenesis of the listener and speaker s repertoire. / As aquisições de funções verbais em crianças com surdez pré-lingual usuárias de implante coclear têm mostrado progressos no comportamento de ouvinte e poucos ganhos no comportamento de falante. O presente estudo teve por objetivo desenvolver e avaliar procedimentos de ensino para ampliar a compreensão e a inteligibilidade nessa população. Foram conduzidos três estudos. No primeiro foram ensinadas relações condicionais auditivo-visuais entre palavras ditadas e figuras e entre palavras ditadas e palavras impressas, em três problemas sucessivos de aprendizagem. Duas adolescentes com longo período de privação sensorial e implante tardio aprenderam as relações auditivo-visuais e formaram classes de estímulos equivalentes, progredindo da aprendizagem de palavras convencionais até a de relações entre pseudo-palavras e figuras abstratas. O Estudo 2 investigou os efeitos do ensino de um currículo de discriminações condicionais entre palavras ditadas e figuras e entre palavras ditadas e impressas para pré-escolares e crianças em alfabetização. Foram empregados vários conjuntos de estímulos, cada um com três elementos; um delineamento de linha de base múltipla entre os conjuntos avaliou os efeitos do ensino. Cinco dos sete participantes aprenderam as relações condicionais e mostraram emergência de novas relações (formação de classes, comportamento ecóico e nomeação de figuras e de palavras impressas) em tarefas de seleção e na produção de fala (com escores mais baixos). No Estudo 3 foram ensinadas discriminações condicionais entre sentenças ditadas e vídeos. As sentenças apresentavam sujeito, verbo e objeto. O ensino de diferentes sentenças envolveu combinações entre elementos com sobreposição, buscando favorecer a generalização recombinativa. Os participantes aprenderam as relações condicionais, demonstraram generalização recombinativa e produziram fala compreensível com sentenças. Os resultados indicam o potencial dos procedimentos de ensino para a (re)habilitação de usuários de implante. A persistência da defasagem na produção de fala em relação à compreensão sugere questões importantes sobre a ontogenia dos repertórios de ouvinte e de falante.