THE ROLE OF SUBJECT VERBALIZATION IN GENERALIZED CORRESPONDENCE

We examined the role of subject verbalization in the generalization of verbal‐nonverbal correspondence. Twelve kindergarten children underwent correspondence training (subject verbalization) or received reinforcement for performing an experimenter‐selected behavior (experimenter verbalization). A reversal design, along with the introduction of a multiple baseline design across behaviors, was used to assess functional relations. Pupils who received correspondence training demonstrated greater generalization. Our findings suggest that subject verbalization may be necessary to accomplish generalized correspondence.