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Stimulus classes in matching to sample and sequence production: the emergence of numeric relations
M Maydak1, R Stromer, H A Mackay
1Behavioral Sciences Division, Eunice Kennedy Shriver Center, Waltham, MA 02254, USA.
Research in Developmental Disabilities
|May 1, 1995
Summary
Stimulus control training in matching-to-sample tasks readily produced emergent sequence production in individuals with mental retardation. However, sequence training did not easily lead to new matching performances, unlike in other populations.
Area of Science:
- Behavioral Psychology
- Cognitive Science
- Developmental Disabilities Research
Background:
- Understanding stimulus control is crucial for learning and cognitive development.
- Previous research has explored stimulus class formation in various populations.
- Investigating these processes in individuals with mental retardation can reveal unique learning patterns.
Purpose of the Study:
- To examine the interrelationships between matching-to-sample and sequence-production tasks.
- To determine how training one skill impacts the emergence of the other in individuals with mental retardation.
- To explore the role of stimulus control in generative numeric performance.
Main Methods:
- Two individuals with mental retardation participated.
- Stimulus classes involving quantities, numerals, and arbitrary forms were used.
- The study involved establishing both matching and sequencing performances, then training one to assess the emergence of the other.
Main Results:
- Training in matching-to-sample tasks led to emergent sequence production.
- Sequence training did not readily establish new matching performances in this population.
- These findings contrast with previous research in neurotypical populations.
Conclusions:
- Matching-to-sample training is more effective in establishing emergent sequence production than vice versa in individuals with mental retardation.
- Stimulus control processes play a significant role in generative numeric performances.
- The findings extend stimulus class research and highlight population-specific learning dynamics.
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