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THE ROLE OF COMMON MOTOR RESPONSES IN STIMULUS CATEGORIZATION BY PRESCHOOL CHILDREN
Author(s) -
Mahoney Amanda M.,
Miguel Caio F.,
Ahearn William H.,
Bell Julianne
Publication year - 2011
Publication title -
journal of the experimental analysis of behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 61
eISSN - 1938-3711
pISSN - 0022-5002
DOI - 10.1901/jeab.2011.95-237
Subject(s) - categorization , psychology , stimulus (psychology) , tact , stimulus control , cognitive psychology , set (abstract data type) , audiology , developmental psychology , communication , neuroscience , computer science , artificial intelligence , medicine , nicotine , programming language
The purpose of this study was to assess the role of common motor responses as the “speaker” behavior on stimulus class formation, and the emergence of functional classes. Experiment 1 examined whether training one motor response to a set of three stimuli and a second motor response to another set of three stimuli would result in correct category‐sort responses for 5 typically developing preschool children. Three of the children passed the categorization tests. Experiment 2 examined whether the classes formed in Experiment 1 were functional classes, and whether participants who did not pass categorization tests in Experiment 1 would do so following common vocal tact training. The 2 participants who failed categorization tests in Experiment 1 passed these tests in Experiment 2, although none of the participants passed the tests for functional classes. The results of the current study did not unequivocally support the naming hypothesis. Future research should therefore evaluate other possible sources of control that aid in stimulus categorization.