Conditional Discrimination in the Intraverbal Relation: A Review and Recommendations for Future Research

Axe, Judah B.

doi:10.1007/bf03393064

Cited by 88 publications

(82 citation statements)

References 60 publications

(89 reference statements)

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“…Intraverbals can be taught via transfer-of-stimulus-control procedures in which echoic, tact, or textual prompts are presented (e.g., Axe 2008;Braam and Poling 1983;Finkel and Williams 2001;Ingvarsson et al 2007Ingvarsson et al , 2012; Ingvarsson and Hollobaugh 2010;Luciano 1986;Miguel et al 2005;Partington and Bailey 1993;Vedora et al 2009;Vignes 2007;Watkins et al 1989 -see reviews by Axe 2008 andCihon 2007) or brought about with other teaching strategies (e.g., Greer et al 2005;Kisamore et al 2011;Sautter et al 2011). Moreover, the functional independence of intraverbals and other verbal operants such as tacts have been demonstrated (Goldsmith et al 2007;Kelley et al 2007;Lerman et al 2005;Miguel et al 2005); these studies were conducted after the seminal paper by Lamarre and Holland (1985) in which these authors demonstrated the functional independence of mands and tacts.…”

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confidence: 99%

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

et al. 2014

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This research explored some factors involved in the emergence of intraverbals as demonstrated by Pérez-González, Herszlikowicz, and Williams (2008) in three experiments. Eleven adults learned to say the chemical elements corresponding to two chemical groups (the A-B relations) and to say the atomic numbers of two elements (the B-C relations). Thereafter, we probed the relations that result from combining these stimuli. For example, we asked the groups corresponding to the atomic numbers (the C-A relations). In Experiment 1, we taught A-B and B-C and probed the remaining relations without additional teaching. In Experiment 2, with Categories, participants learned to say the categories of the exemplars (i.e., "What is polonium?" -the correct answer was "an element"). In Experiment 3, with Exemplars, participants learned to say the exemplars of the categories (i.e., "Name a chemical element"; the correct answers were the two chemical elements). The Categories facilitated emergence in some but not all participants. The Exemplars was shown to be effective in promoting the emergence of the emergent relations. These results indicate that the simpler intraverbals (Categories and Exemplars) play a role in the emergence of the more complex intraverbals.

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confidence: 99%

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

et al. 2014

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“…For example, only the stimulus "cold" could have evoked the correct response (i.e., "hot"), whereas the stimulus "opposite" may not have exerted appropriate stimulus control over the participants' responding. For further discussion regarding complex antecedent verbal stimuli, the reader should see Axe (2008), Michael et al (2011), and Sundberg and Sundberg (2011). Additional research is needed to evaluate whether individuals might demonstrate emergent responses when simple antecedent verbal stimuli are used.…”

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confidence: 99%

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Allan

Vladescu

Kisamore

et al. 2014

Analysis Verbal Behav

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Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40: [697][698][699][700][701] 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulusresponse teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.

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“…According to Sundberg and Sundberg, such children may learn a number of mand, tact, and listener skills and some simple intraverbal responses, but fail to acquire more complex intraverbal relations. These difficulties with learning may be related to the fact that the primary antecedent variable for most intraverbal behavior involves complex verbal stimulus control (Axe, 2008;.…”

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confidence: 99%

“…Previous attempts have focused primarily on one type of complex antecedent control, namely conditional discriminations (Axe, 2008;. In this paper we discuss three types of stimulus control relevant for the acquisition of intraverbal behaviors.…”

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confidence: 99%

An Analysis of Verbal Stimulus Control in Intraverbal Behavior: Implications for Practice and Applied Research

Eikeseth

Smith

2013

Analysis Verbal Behav

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A common characteristic of the language deficits experienced by children with autism (and other developmental disorders) is their failure to acquire a complex intraverbal repertoire. The difficulties with learning intraverbal behaviors may, in part, be related to the fact that the stimulus control for such behaviors usually involves highly complex verbal stimuli. The antecedent verbal control of intraverbal behavior may involve discriminative stimuli (i.e., discriminated operants), conditional stimulus control, and/or control by compound stimuli. Distinctions among these different types of antecedent control are presented, along with recommendations for intervention procedures that may facilitate the acquisition of intraverbal behavior.

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Conditional Discrimination in the Intraverbal Relation: A Review and Recommendations for Future Research

Cited by 88 publications

References 60 publications

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

An Analysis of Verbal Stimulus Control in Intraverbal Behavior: Implications for Practice and Applied Research

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