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Related Experiment Video

Updated: May 31, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Training preschool children to use visual imagining as a problem-solving strategy for complex categorization tasks.

April N Kisamore¹, James E Carr, Linda A LeBlanc

¹Western Michigan University, USA.

Journal of Applied Behavior Analysis

|June 29, 2011

Summary

Prompting children to use visual imagining significantly improved their ability to answer intraverbal categorization questions. Explicit rules further solidified this problem-solving strategy, demonstrating its effectiveness in early childhood development.

Keywords:

intraverbals mediating response problem solving tact training visual imagining

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Creating Objects and Object Categories for Studying Perception and Perceptual Learning

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Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Area of Science:

Behavioral Psychology
Cognitive Development

Background:

Problem-solving in verbally sophisticated individuals involves precurrent behaviors like visual imagining.
Skinner's analysis highlights the role of such behaviors in complex tasks.

Purpose of the Study:

To investigate the impact of visual imagining on intraverbal categorization responses in preschoolers.
To examine the effectiveness of training, prompting, and rule-giving for strategy acquisition.

Main Methods:

Four typically developing preschoolers (ages 4-5) participated.
Visual imagining training was provided, followed by prompting and rule-giving.
Response patterns were analyzed to assess strategy use and effectiveness.

Main Results:

Initial visual imagining training did not significantly increase target responses.
Prompting led to an immediate and substantial increase in responses.
Rule-giving was necessary to decrease prompt dependency and maintain strategy use.

Conclusions:

Visual imagining is a problem-solving strategy that requires explicit prompting and rule-governed instruction for acquisition in young children.
The findings align with Skinner's (1953) analysis of problem-solving and the development of complex verbal behavior.