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Generalized oddity performance in preschool children: a bimodal training procedure
S A Soraci1, C W Deckner, A A Baumeister
1Department of Psychology and Human Development, John F. Kennedy Center, Vanderbilt University, Nashville, TN 37203.
Journal of Experimental Child Psychology
|April 1, 1991
Summary
Bimodal training, combining visual and auditory stimuli, effectively teaches oddity performance in young children. This method establishes durable relational discriminative responding, even in children who previously struggled with visual-only tasks.
Area of Science:
- Developmental Psychology
- Behavioral Science
- Cognitive Development
Background:
- Oddity performance, a form of relational discriminative responding, is challenging for children with mental ages below five.
- Traditional methods often struggle to establish generalized oddity performance in this age group.
Purpose of the Study:
- To establish the internal validity of a bimodal intervention for teaching generalized oddity performance.
- To assess the durability and generalizability of oddity responding acquired through bimodal training.
Main Methods:
- Employed a combination of intrasubject reversal and multiple baseline across subjects designs.
- Utilized a bimodal intervention presenting stimuli in both visual and auditory modalities simultaneously.
- Conducted reversal assessments and evaluations with novel stimuli sets to confirm performance.
Main Results:
- Six out of seven children demonstrated successful oddity responding after bimodal intervention.
- Acquired oddity performance was durable, with children maintaining discriminative responding on previously unsuccessful visual-only tasks.
- Experiment 2 replicated these findings using a more stringent reversal assessment.
Conclusions:
- Bimodal training is a novel and effective procedure for establishing generalized oddity performance in young children.
- The findings support the utility of multisensory approaches in early learning and cognitive skill development.
- The bimodal procedure's efficacy is discussed in relation to established theoretical frameworks in learning and perception.