Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children

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Published: Jul 1, 2010
Keywords:
simple discrimination stimuli equivalence conditional discrimination reading economically unfavorable illiterate children

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Heloísa Cursi Campos
Pontifícia Universidade Católica de São Paulo
Nilza Micheletto
Pontifícia Universidade Católica de São Paulo

Abstract

The repertoire of reading with comprehension has been found during emergent relations tests after teaching with conditional discrimination procedure. The present study aimed to evaluate whether emergent relations could be established after teaching textual responses with simple discrimination procedure. Three illiterate children were submitted to pretests, textual responses teaching to thirty words, post-tests and emergent relations tests between spoken and written words and pictures. During teaching, each word was presented and a correct response was followed by a compliment. When an incorrect response occurred, the experimenter named the word and the child repeated it. The results suggest that teaching textual responses with simple discrimination procedure produced emergent relations. A teaching procedure that minimizes the occurrence of errors produced a wider repertory than taught. For illiterate children, this kind of education is of paramount importance.

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Article Details

Issue
Vol. 12 No. 2 (2010)
Section
Artigos

Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content. 

 

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