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THE ROLE OF PROBLEM SOLVING IN COMPLEX INTRAVERBAL REPERTOIRES
Author(s) -
Sautter Rachael A.,
LeBlanc Linda A.,
Jay Allison A.,
Goldsmith Tina R.,
Carr James E.
Publication year - 2011
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2011.44-227
Subject(s) - categorization , psychology , session (web analytics) , developmental psychology , cognitive psychology , nonverbal communication , artificial intelligence , computer science , world wide web
We examined whether typically developing preschoolers could learn to use a problem‐solving strategy that involved self‐prompting with intraverbal chains to provide multiple responses to intraverbal categorization questions. Teaching the children to use the problem‐solving strategy did not produce significant increases in target responses until problem solving was modeled and prompted. Following the model and prompts, all participants showed immediate significant increases in intraverbal categorization, and all prompts were quickly eliminated. Use of audible self‐prompts was evident initially for all participants, but declined over time for 3 of the 4 children. Within‐session response patterns remained consistent with use of the problem‐solving strategy even when self‐prompts were not audible. These findings suggest that teaching and prompting a problem‐solving strategy can be an effective way to produce intraverbal categorization responses.