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A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets
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Stimulus presentation order in receptive identification tasks: A systematic replication.
Kiley A Schneider1, Bailey Devine1, Gabriella Aguilar1
1Texas Christian University.
Journal of Applied Behavior Analysis
|April 21, 2018
Summary
The sample-first method for teaching auditory-visual conditional discriminations led to quicker mastery in most cases compared to the comparison-first method. This suggests an optimal order for effective learning in young children.
Area of Science:
- Developmental Psychology
- Behavior Analysis
- Special Education
Background:
- Auditory-visual conditional discriminations are crucial for language and learning.
- Optimal stimulus presentation order for teaching these discriminations remains debated.
- Previous research suggests an advantage for the sample-first condition.
Observation:
- This study replicated previous findings on stimulus presentation order.
- Four typically developing 5- and 6-year-old boys participated.
- Prompted error correction was added after incorrect responses.
Findings:
- The sample-first condition resulted in quicker mastery in four out of seven evaluations.
- The comparison-first condition led to quicker mastery in two out of seven evaluations.
- A comparison-first advantage was linked to slower acquisition and potential stimulus control issues.
Implications:
- The sample-first approach appears more efficient for teaching auditory-visual discriminations.
- Findings support specific pedagogical strategies in early childhood education.
- Further research should explore stimulus and position bias in learning.
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