期刊名称：Experimental Analysis of Human Behavior Bulletin (EAHB Bulletin)
电子版ISSN：1938-7237
出版年度：2005
卷号：23
出版社：Experimental Analysis of Human Behavior Special Interest Group
摘要：The purpose of this study was to determine whether multiple-tact training and receptive-discrimination training could be used to teach thematically related vocal intraverbals to preschool children. Multiple-tact training involved teaching a child to name both the item and the category to which the item belonged. Receptive-discrimination training consisted of teaching a child to select a picture card in the presence of a question from the experimenter regarding the term or its category. When neither of these strategies resulted in substantial increases in intraverbal responses, a typical intraverbal training protocol using tact prompts and fading was implemented. Six typically developing children participated in the study. A multiple-baseline design across word categories was used to evaluate the effects of the three training procedures. Results indicated that both multiple-tact and receptive-discrimination training had minimal effects on the strength of the intraverbal repertoire, whereas direct intraverbal training had a more substantial effect. The results provide some evidence of the functional independence of verbal operants, as well as the independence of the listener and speaker repertoires. Receptive-discrimination and multiple-tact training may have facilitated acquisition of intraverbals; however, further research is needed to assess how these repertoires might interact with each other.
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