Matrix training techniques arrange instruction for stimulus relations that facilitate emergent responding to novel stimulus arrangements, which is a phenomenon known as recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. Two, typically-developing toddlers were taught compound action-object labels in either an OV or NOV matrix training design. Results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design.

Teaching using matrix programming has been shown to result in recombinative generalization. However, this procedure has not been compared to more standard discrete trial training formats such as DTT. This study compared acquisition and recombinative generalization of two-component tacts using each procedure. Matrix training was found to be more efficient than the DTT format. Half the amount of teaching was required to teach roughly the same number of targets using matrix training as compared to DTT.

Verbal behavior is a critical repertoire for children with autism spectrum disorder to acquire. Tacts—verbal behavior evoked by nonverbal stimuli—are important for communicating about the world around oneself. Noun-verb tacts are part of a robust tact repertoire and may be addressed during applied behavior analytic intervention. When acquiring noun-verb tacts, it is important that the speaker learn to respond to many variations of stimuli like novel combinations of learned nouns and verbs, which is called recombinative generalization. One strategy to teach multi-component targets, such as the noun-verb tact, and lead to recombinative generalization is matrix training. Matrix training is a framework utilized to arrange targets that can be combined in order to facilitate recombinative generalization by teaching a subset of combinations and then probing others. With three children with ASD, we used matrix training and evaluated the acquisition of trained and novel combinations of noun-verb tacts with GIFs as stimuli arranged in three matrices. We used a concurrent multiple probe design across sets, and our results indicated that all participants acquired trained noun-verb tact targets in the presence of the GIFs. The degree of recombinative generalization varied across participants, but each participant demonstrated recombinative generalization with some stimuli. We analyzed responding during generalization probes to identify possible sources of stimulus control. We discussed the errors that were emitted when testing for recombinative generalization and provided suggestions for future research on matrix training and recombinative generalization.

Made available in DSpace on 2016-04-29T13:17:45Z (GMT). No. of bitstreams: 1 Thais Cristine Martins.pdf: 7559871 bytes, checksum: e5c0bd4633cfc91ed46b8851fd5af28b (MD5) Previous issue date: 2012-05-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present study aimed to investigate whether after training of conditional relations between spoken word-picture (AB), spoken word-written word (AC), spoken syllablewritten syllable (AsCs) and copy with constructed response matching to sample with naming of the sample (CRMTS), will occur the emergence of naming, handwriting and reading of syllables and words (of training and of recombination). Additionally, it tried to investigate whether the routes of education (training order of syllables and words) are equally effective. The participants were eleven children aged between six and ten years, elementary students with learning difficulties in reading and writing. The children were divided into three groups, two experimental and one control. One of the experimental groups (G1-Syllable) was initially submitted to the syllables training and after that, to the words training and copy training. The other experimental group (G2-Word) was submitted to training in the reverse order (initially words and then syllables and copy training). The control group was submitted only to Initial and Final Assessment. Twenty three two-syllable words were used, composed of simple syllables (15 training words, divided into three sets, and eight recombination words). The steps of the procedure for the two experimental groups consisted of: Initial Assessment; Color Pre-training; Picture training (AB); blocks of each set of training (Pre-test of naming and writing syllables and words, AsCs training, AC training, CRMTS training and Post-test of naming and writing syllables and words the AsCs and AC training was inverted to the participants of G2); Combined Equivalence Tests of taught words (BC/CB relations); Retention tests (of syllables and words, after sets 2 and 3); Special Teaching Blocks (when necessary); Final Assessment and Combined Equivalence Testes of taught words and recombination words. The results showed that the training was effective to the emergence of naming and writing syllables for all participants in both experimental groups; naming and writing training words and recombination words for seven of eight participants; and reading comprehension for the same seven participants, however, one of them demonstrated partial emergence of this response class. The analysis of the effectiveness of different teaching routes sometimes showed advantages of the rout adopted for the G1-Syllable and sometimes showed advantages of the rout adopted for the G2-Word. Variables that facilitated the emergence of recombinative reading and writing, as well as possible failures in the planning stages of the procedure that made it difficult to analyze the effectiveness of different teaching routes were discussed / O presente estudo pretendeu investigar se após treino das relações condicionais entre palavra falada-figura (AB), palavra falada-palavra escrita (AC), sílaba falada-sílaba escrita (AsCs) e cópia com resposta construída com oralização do modelo (CRMTS), ocorre emergência de nomeação, escrita manuscrita e leitura de sílabas e de palavras (de treino e recombinadas). Adicionalmente, pretendeu-se investigar se as rotas de ensino (ordem dos treinos de sílabas e de palavras) são igualmente eficazes. Participaram onze crianças, com idades entre seis e dez anos, alunos do ensino fundamental, com dificuldades de aprendizagem em leitura e escrita. As crianças foram divididas em três grupos, dois experimentais e um controle. Um dos grupos experimentais (G1-Sílaba) foi submetido inicialmente ao treino de sílabas e posteriormente ao treino de palavras e cópia. O outro grupo experimental (G2-Palavra) foi submetido aos treinos na ordem inversa (palavras e posteriormente sílabas e cópia). O grupo controle foi submetido apenas à Avaliação Inicial e à Avaliação Final. Foram utilizadas 23 palavras dissílabas, compostas por sílabas simples (15 palavras de treino, divididas em três conjuntos, e oito recombinadas). As etapas do procedimento para os grupos experimentais constituíram-se em: Avaliação Inicial; Pré-treino com cores; Treino de figuras (AB); blocos de treino de cada conjunto (Pré-teste de nomeação e escrita de sílabas e de palavras, Treino AsCs, Treino AC, Treino de CRMTS e Pós-teste de nomeação e escrita de sílabas e de palavras os treinos AsCs e AC foram invertidos para o G2); Testes Combinados de Equivalência das palavras recém-ensinadas (relações BC/CB); Testes de Retenção do Ensino (de sílabas e palavras, após conjuntos 2 e 3); Bloco Especial de Ensino (quando necessário); Avaliação Final e Testes Combinados de Equivalência de palavras de treino e recombinadas. Os resultados mostraram que a combinação de treinos proposta foi efetiva para a emergência de nomeação e escrita de sílabas para todos os participantes de ambos os grupos experimentais; de nomeação e escrita de palavras ensinadas e recombinadas para sete, dos oito participantes que faziam parte dos grupos experimentais; e de leitura com compreensão para os mesmos sete participantes, no entanto um deles demonstrou a emergência parcial dessa classe de respostas. A análise da efetividade de diferentes rotas de ensino ora mostrou vantagens da rota adotada para o G1-Sílaba e ora mostrou vantagens da rota adotada para o G2- Palavra. Variáveis que facilitaram o estabelecimento de leitura e escrita recombinativas, bem como possíveis falhas no planejamento das etapas do procedimento que dificultaram a análise da efetividade de diferentes rotas de ensino foram discutidas

Recombinative generalization is a generative outcome that involves responding to novel stimulus combinations, and it can be facilitated through an instructional approach called matrix training. A learner's history with constituent stimuli and the arrangement of combination stimuli within the instructional matrix may affect the likelihood of recombinative generalization. To investigate this further, the current project assessed recombinative generalization with novel combinations of abstract stimuli by programming specific training histories for undergraduate student participants. The matrix training conditions were: (a) trained constituents with overlap training, (b) untrained constituents with overlap training, (c) trained constituents with nonoverlap training, and (d) untrained constituents with nonoverlap training. We evaluated whether and the extent to which recombinative generalization occurred in each matrix training condition in comparison to a condition that included training the constituents and providing a word-order rule. Finally, we compared the training trials in experimental conditions to directly training all constituents and combinations. The results suggested both overlap conditions and the trained constituents with nonoverlap condition produced recombinative generalization, and the trained constituents with nonoverlap condition was the most efficient. These results could inform the training order and stimulus arrangements practitioners employ to program for recombinative generalization.

A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replication evaluation of a Wilshire and Toussaint study, and taught two typically-developing preschoolers compound object-action labels in Spanish and used either an OV or NOV matrix training design. Results from both studies demonstrated the participant trained with an OV design produced recombinative generalization and participants trained with a NOV design produced significantly low levels of emergence or none at all. These results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design. Implications for instructional arrangements are discussed.

No description available.

Made available in DSpace on 2016-04-29T13:17:55Z (GMT). No. of bitstreams: 1 Camila Maria Silveira da Silva.pdf: 2416019 bytes, checksum: 9ece0c038eea46092ad1bf054681e855 (MD5) Previous issue date: 2015-06-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Behavior analysts have been investigating the acquisition of recombinative reading, but few studies verified the effect of audio-visual correspondence between phonemes and graphemes. This study aimed to verify the effect of teaching relations involving syllables and phonemes-grapheme on recombinative reading. The participants were six children. Three were submitted to computerized teaching procedure and the other three only performed the tests (control participants). For children of teaching, three sets of four words chosen based on a syllabic matrix were taught. For each word´s set, the procedure was: 1) pretest of word´s sets; 2) teaching of spoken word-picture relation (AB) and picture naming; 3) teaching of spoken word-written word relation (AC) and textual behavior of words; 4) intermediate test; 5) teaching of audio-visual relation with syllables and phonemes and graphemes and textual behavior of these minimal units; 6) identity constructed-response matching (CRMTS-ID) with letters and syllables, after the echoic of the minimum units and word; 7) post-test of word´s sets. In addition, at the beginning and end of the procedure the participants performed the Initial and Final Assessment, respectively, with all word´s sets and the Phonological Awareness Test. The results showed that two of the three teaching participants demonstrated recombinative reading at the end of the study. One (E1) of them presented recombinative reading in Set 1post-test, although accuracy rates have decreased after the teaching of Set 2 and risen again in the Set 3 post-test. The other (E2) demonstrated recombinative reading starting from the Set 2 post-tests. C1 (E1´s control) showed no equivalent level of learning, although C2 (E2´s control) had. The third participant (E3) showed learning of relations directly teaching only, and his control (C3) showed recombinative reading starting from post-tests of Set 2. A second control participant of E3 (C4) didn´t presented recombinative reading. Children had higher difficulty with Set 2, demonstrated by the number of teaching applications to meet the criteria in the post-tests and by the percentage of correct response in the textual behavior teaching. These results indicated the need to review the word´s matrix proposed in this study, whereas Set 2 of words did not include overlapping syllables of Set 1. However, in another study conducted with identical teaching procedure, except for the teaching only phonemes and graphemes as minimum units, better results were showed, even after the teaching of Set 2. We questioned whether the teaching of phonemes and graphemes omitting syllables teaching facilitated the control of the children´s behavior by the letters, so that the absence of syllabic overlap in the words of Set 2 doesn´t affected the participant´s performancee / Analistas do comportamento têm investigado a aquisição de leitura recombinativa, mas poucos são os estudos que verificaram o efeito da correspondência auditivo-visual entre fonemas e grafemas. O presente estudo teve como objetivo verificar o efeito do ensino de relações envolvendo sílabas e fonemas-grafemas sobre a leitura recombinativa. Participaram da pesquisa seis crianças. Três foram submetidas ao procedimento de ensino informatizado e três realizaram apenas os testes (controle). Para as crianças de ensino, três conjuntos de quatro palavras escolhidas com base em uma matriz silábica foram ensinados. Para o ensino de cada conjunto o procedimento foi: 1) pré-teste do conjunto de palavras; 2) ensino da relação palavra falada-figura (AB) e nomeação de figuras; 3) ensino da relação palavra falada-palavra escrita (AC) e comportamento textual de palavras; 4) teste intermediário; 5) ensino da relação auditivo-visual com sílabas e fonemas-grafemas e comportamento textual dessas unidades mínimas; 6) matching to sample de resposta construída de identidade (CRMTS-ID), com letras e sílabas, após o ecóico das unidades mínimas e da palavra apresentada; 7) pós-teste do conjunto de palavras. Além disso, no início e ao final do procedimento os participantes realizaram a Avaliação Inicial e a Avaliação Final, respectivamente, com todos os conjuntos de palavra e a Prova de Consciência Fonológica por Produção Oral. Os resultados mostraram que dois dos três participantes de ensino apresentaram leitura recombinativa ao final do estudo. Um deles (E1) apresentou desde o pós-teste do Conjunto 1 de palavras, embora as porcentagens de acerto tenham diminuído após o ensino do Conjunto 2 e se elevado novamente no pós-teste do Conjunto 3. O outro (E2) passou a demonstrar leitura recombinativa a partir do pós-teste do Conjunto 2. O controle de E1 não apresentou nível de aprendizagem equivalente, embora o controle de E2 o tenha feito. O terceiro participante (E3) demonstrou aprendizagem apenas nas relações diretamente ensinadas, e o seu controle (C3) demonstrou leitura recombinativa a partir dos pós-testes do Conjunto 2 de palavras. Um segundo participante controle de E3 (C4) não apresentou leitura recombinativa. Observou-se maior dificuldade das crianças com o Conjunto 2, quando se observa o número de aplicações do ensino para atingir o critério no pós-teste e as porcentagens de acerto no ensino de comportamento textual. Esses resultados indicaram a necessidade de revisão da matriz de palavras proposta no presente estudo, visto que o Conjunto 2 não contemplava a sobreposição das sílabas do Conjunto 1. No entanto, em outra pesquisa conduzida com procedimento de ensino idêntico, exceto pelo ensino somente dos fonemas e grafemas como unidades mínimas, obteve-se resultados melhores, inclusive após o ensino do Conjunto 2. Questionou-se se o ensino somente dos fonemas e grafemas com ausência das sílabas facilitou o controle do comportamento das crianças pelas letras, de modo que a ausência de sobreposição silábica na matriz não tenha prejudicado o desempenho após o ensino do Conjunto 2

A leitura é uma habilidade complexa que envolve uma rede de relações entre estímulos e entre estímulos e respostas. Para que um repertório de leitura seja considerado proficiente, o leitor deve apresentar a leitura de novas palavras, não diretamente ensinadas e formadas pela recombinação de unidades aprendidas previamente em outras relações (leitura recombinativa). Um requisito fundamental para o desenvolvimento da leitura recombinativa é, portanto, o estabelecimento de um responder diferencial sob controle das unidades menores, como por exemplo, sílabas, letras ou fonemas, componentes das palavras. O objetivo do presente trabalho foi investigar o efeito do treino direto de fonemas, combinado com um treino de palavras, sobre a emergência da leitura recombinativa de palavras inteiras. Verificou-se também se o momento de inserção do treino de fonemas no procedimento de ensino, se prévio (Condição I) ou sobreposto (Condição II) ao treino de palavras, foi uma variável relevante para a emergência da leitura recombinativa. Os participantes do estudo foram 12 estudantes universitários, com idades entre 18 e 37 anos, e que foram distribuídos igualmente entre três Condições Experimentais: a) Condição I Treino Prévio de Fonemas; b) Condição II Treino Sobreposto de Fonemas; c) Condição IIITreino de palavras. A Condição III foi realizada com o objetivo permitir uma comparação entre o desempenho dos participantes que foram submetidos ao treino de fonemas (Condições I e II) com o dos participantes que foram expostos somente ao treino de palavra (Condição III). Os estímulos utilizados no estudo consistiram de palavras faladas (A) e palavras escritas com um pseudoalfabeto (C), bem como de fonemas e letras do pseudoalfabeto, correspondentes a estes fonemas. Os procedimentos empregados tanto para o treino de fonemas como para o treino de palavras inteiras foram os procedimentos de MTS (relação AC) e de Nomeação Oral (relação CD). Os testes para verificar a emergência da leitura recombinativa foram os mesmos nas três Condições Experimentais e consistiram em testes parciais de leitura oral (Testes CD) e de leitura receptiva (Testes AC), e em um Teste Final de Leitura Oral. Os resultados demonstraram que o treino direto de fonemas (Condições I e II) foi eficaz em estabelecer leitura recombinativa com elevados índices de acertos e pouca variabilidade intra e inter-participantes. O momento de inserção do treino de fonemas no procedimento de ensino foi uma variável relevante e possibilitou a observação de resultados distintos entre os participantes submetidos às Condições I e II. Os resultados sugerem que os participantes submetidos a Condição II (Sobreposto) foram os que apresentaram maior velocidade na recombinação e índices mais elevados de leitura recombinativa, enquanto os participantes submetidos a Condição I (Prévio) foram os que apresentaram menor variabilidade entre si / Reading is a complex skill that involves a network of relationships between stimuli and between stimuli and responses. A repertoire of proficient reading is considered when the reader is able to read new words, not directly taught and composed by the recombination of units previously learned in other relationships (recombinative reading). An essential requirement for the development of recombinative reading is thus establishing a differential responding under the control of smaller units, such as syllables, phonemes or letters, components of the words. The objective of this study was to investigate the effect of direct training of phonemes, combined with a training of words, upon the emergence of recombinative reading of whole words. It was also verified the effect of the moment of insertion of phoneme training in the teaching procedure, prior (Condition I) and overlapping (Condition II) to word training. The participants were 12 college students, aged between 18 and 37 years, which were equally distributed among three Experimental Conditions: a) Condition I Prior Phoneme Training, b) Condition II Overlapping Phoneme Training; c) Condition III Word Training. Condition III was conducted in order to allow a comparison between the performance of participants who were submitted to phoneme training (Condition I and II) and the performance of participants who were exposed only to word training (Condition III). The stimuli used in the study consisted of spoken pseudowords (A) and printed pseudowords (C), as well phonemes and letters form the pseudo-alphabet corresponding to these phonemes. The procedures applied for both phoneme and word training were MTS (AC relation) and Oral Naming (CD relation). Tests to verify the emergence of recombinative reading were the same in all three Experimental Conditions and consisted of partial tests of oral reading (Tests C\'D) and receptive reading (Tests A\'C\'), as well as of a Final Test of Oral Reading. The results showed that the direct training of phonemes (Conditions I and II) was effective in establishing recombinative reading with high scores and low variability within and among participants. Regarding the moment of the insertion of phoneme training on the procedure, the conclusion is that this is an important variable and enables the observation of different results among participants submitted to Conditions I and II. The results suggest that participants undergoing Condition II (Overlapping) were those with greater recombinative speed and higher rates of recombinative reading, while participants submitted to Condition I (Prior) presented the lowest variability among themselves

A leitura é uma habilidade complexa que envolve uma rede de relações entre estímulos e entre estímulos e respostas. Para que um repertório de leitura seja considerado proficiente, o leitor deve apresentar a leitura de novas palavras, não diretamente ensinadas e formadas pela recombinação de unidades aprendidas previamente em outras relações (leitura recombinativa). Um requisito fundamental para o desenvolvimento da leitura recombinativa é, portanto, o estabelecimento de um responder diferencial sob controle das unidades menores, como por exemplo, sílabas, letras ou fonemas, componentes das palavras. O objetivo do presente trabalho foi investigar o efeito do treino direto de fonemas, combinado com um treino de palavras, sobre a emergência da leitura recombinativa de palavras inteiras. Verificou-se também se o momento de inserção do treino de fonemas no procedimento de ensino, se prévio (Condição I) ou sobreposto (Condição II) ao treino de palavras, foi uma variável relevante para a emergência da leitura recombinativa. Os participantes do estudo foram 12 estudantes universitários, com idades entre 18 e 37 anos, e que foram distribuídos igualmente entre três Condições Experimentais: a) Condição I Treino Prévio de Fonemas; b) Condição II Treino Sobreposto de Fonemas; c) Condição IIITreino de palavras. A Condição III foi realizada com o objetivo permitir uma comparação entre o desempenho dos participantes que foram submetidos ao treino de fonemas (Condições I e II) com o dos participantes que foram expostos somente ao treino de palavra (Condição III). Os estímulos utilizados no estudo consistiram de palavras faladas (A) e palavras escritas com um pseudoalfabeto (C), bem como de fonemas e letras do pseudoalfabeto, correspondentes a estes fonemas. Os procedimentos empregados tanto para o treino de fonemas como para o treino de palavras inteiras foram os procedimentos de MTS (relação AC) e de Nomeação Oral (relação CD). Os testes para verificar a emergência da leitura recombinativa foram os mesmos nas três Condições Experimentais e consistiram em testes parciais de leitura oral (Testes CD) e de leitura receptiva (Testes AC), e em um Teste Final de Leitura Oral. Os resultados demonstraram que o treino direto de fonemas (Condições I e II) foi eficaz em estabelecer leitura recombinativa com elevados índices de acertos e pouca variabilidade intra e inter-participantes. O momento de inserção do treino de fonemas no procedimento de ensino foi uma variável relevante e possibilitou a observação de resultados distintos entre os participantes submetidos às Condições I e II. Os resultados sugerem que os participantes submetidos a Condição II (Sobreposto) foram os que apresentaram maior velocidade na recombinação e índices mais elevados de leitura recombinativa, enquanto os participantes submetidos a Condição I (Prévio) foram os que apresentaram menor variabilidade entre si / Reading is a complex skill that involves a network of relationships between stimuli and between stimuli and responses. A repertoire of proficient reading is considered when the reader is able to read new words, not directly taught and composed by the recombination of units previously learned in other relationships (recombinative reading). An essential requirement for the development of recombinative reading is thus establishing a differential responding under the control of smaller units, such as syllables, phonemes or letters, components of the words. The objective of this study was to investigate the effect of direct training of phonemes, combined with a training of words, upon the emergence of recombinative reading of whole words. It was also verified the effect of the moment of insertion of phoneme training in the teaching procedure, prior (Condition I) and overlapping (Condition II) to word training. The participants were 12 college students, aged between 18 and 37 years, which were equally distributed among three Experimental Conditions: a) Condition I Prior Phoneme Training, b) Condition II Overlapping Phoneme Training; c) Condition III Word Training. Condition III was conducted in order to allow a comparison between the performance of participants who were submitted to phoneme training (Condition I and II) and the performance of participants who were exposed only to word training (Condition III). The stimuli used in the study consisted of spoken pseudowords (A) and printed pseudowords (C), as well phonemes and letters form the pseudo-alphabet corresponding to these phonemes. The procedures applied for both phoneme and word training were MTS (AC relation) and Oral Naming (CD relation). Tests to verify the emergence of recombinative reading were the same in all three Experimental Conditions and consisted of partial tests of oral reading (Tests C\'D) and receptive reading (Tests A\'C\'), as well as of a Final Test of Oral Reading. The results showed that the direct training of phonemes (Conditions I and II) was effective in establishing recombinative reading with high scores and low variability within and among participants. Regarding the moment of the insertion of phoneme training on the procedure, the conclusion is that this is an important variable and enables the observation of different results among participants submitted to Conditions I and II. The results suggest that participants undergoing Condition II (Overlapping) were those with greater recombinative speed and higher rates of recombinative reading, while participants submitted to Condition I (Prior) presented the lowest variability among themselves