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Related Experiment Video

Updated: Oct 4, 2025

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking

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Published on: August 29, 2018

Do Targets with Persistent Responses Affect the Efficiency of Instruction?

Alyssa P Scott¹, Tiffany Kodak¹, Maria Clara Cordeiro¹

¹Marquette University, 525 N 6th St, Milwaukee, WI 53203 USA.

The Analysis of Verbal Behavior

|February 10, 2022

Summary

Acquiring new skills is slower when individuals already have established responses to the same targets. This study found that prior learning can impede the efficiency of new instruction, impacting learning speed.

Keywords:

autism spectrum disorder efficiency errors tact training

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Area of Science:

Behavioral Psychology
Educational Psychology
Learning Sciences

Background:

Persistent response patterns can negatively impact the effectiveness and efficiency of learning.
Understanding how pre-existing knowledge influences the acquisition of new skills is crucial for optimizing instructional strategies.

Purpose of the Study:

To compare the efficacy and efficiency of teaching new responses to previously trained targets versus teaching responses to novel targets.
To investigate the influence of established response patterns on the rate of skill acquisition.

Main Methods:

Participants underwent tact training with a specific set of targets.
The study then compared the learning speed of new responses to these established targets against learning new responses to novel targets.

Main Results:

Acquisition of new responses to targets with pre-established patterns took significantly longer for all participants.
The presence of prior responses to targets created a learning bottleneck, reducing instructional efficiency.

Conclusions:

Pre-existing response patterns to targets can hinder the acquisition of new, different responses to the same targets.
Instructional methods should consider the potential impact of prior learning on the efficiency and efficacy of teaching new skills.