This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, "Try something different" (on blue paper) and "Do the same thing" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc4720 |
| Date | 12 1900 |
| Creators | Bank, Nicole L. |
| Contributors | Glenn, Sigrid S., 1939-, Ala'i-Rosales, Shahla, Hyten, Cloyd, Rosales-Ruiz, Jesus |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Bank, Nicole L., Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0018 seconds