The role of verbal behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally developing children.: An article from: The Psychological Record
Book Details
PublisherThe Psychological Record
ISBN / ASINB001RPC4YM
ISBN-13978B001RPC4Y7
MarketplaceGermany 🇩🇪
Description
This digital document is an article from The Psychological Record, published by The Psychological Record on January 1, 2009. The length of the article is 9905 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.
From the author: The emergence of equivalence relations and the role of overall verbal competence and stimulus nameability and familiarity in this regard were investigated across 3 experiments involving 15 children diagnosed with autistic spectrum disorder (ASD), as well as 3 typically developing children. The experimental sequence comprised 4 identical stages, each with 4 phases. The relationship between verbal competence and equivalence was assessed by including children with ASD categorized with different levels of verbal behavior. Stimulus nameability and familiarity were assessed by systematically varying these features across different stimulus sets presented during 4 experimental stages. The results of all experiments indicated that the equivalence performances of both groups were influenced by their levels of verbal behavior and to some extent by stimulus familiarity. The data are discussed in the context of alternative theoretical accounts of the processes believed to underlie equivalence.
Citation Details
Title: The role of verbal behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally developing children.
Author: Jennifer O'Connor
Publication:The Psychological Record (Magazine/Journal)
Date: January 1, 2009
Publisher: The Psychological Record
Volume: 59 Issue: 1 Page: 53(22)
Distributed by Gale, a part of Cengage Learning
From the author: The emergence of equivalence relations and the role of overall verbal competence and stimulus nameability and familiarity in this regard were investigated across 3 experiments involving 15 children diagnosed with autistic spectrum disorder (ASD), as well as 3 typically developing children. The experimental sequence comprised 4 identical stages, each with 4 phases. The relationship between verbal competence and equivalence was assessed by including children with ASD categorized with different levels of verbal behavior. Stimulus nameability and familiarity were assessed by systematically varying these features across different stimulus sets presented during 4 experimental stages. The results of all experiments indicated that the equivalence performances of both groups were influenced by their levels of verbal behavior and to some extent by stimulus familiarity. The data are discussed in the context of alternative theoretical accounts of the processes believed to underlie equivalence.
Citation Details
Title: The role of verbal behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally developing children.
Author: Jennifer O'Connor
Publication:The Psychological Record (Magazine/Journal)
Date: January 1, 2009
Publisher: The Psychological Record
Volume: 59 Issue: 1 Page: 53(22)
Distributed by Gale, a part of Cengage Learning
