Discrimination Probes for Evaluating Learning of Emergent Name-Object Relations by Exclusion

Author(s)

Leylanne Martins Ribeiro de Souza ^[1] ; Maria Stella Coutinho de Alcantara Gil ^[2] ; Lucas Tadeu Garcia ^[3]

Affiliation

^[1] Universidade Federal de São Carlos - Brasil

^[2] Universidade Federal de São Carlos - Brasil

^[3] Universidade Federal de São Carlos - Brasil

• Document type: Journal article
• Source: Trends in Psychology; v. 26, n. 4, p. 2231-2248, 2018-10-00.

Abstract

Abstract Responding by exclusion is a robust response pattern; however, regular occurrence of responses that attest the name-object conditional relation does not correspond to consistent learning of the relation. This study aimed to evaluate learning of name-object relations, after emergence of the conditional relation in responding by exclusion, through discrimination probes presented to 19 children between 14 and 25 months old. Familiar name-object conditional stimuli were taught as baseline. Control, exclusion, and discrimination probes found control by stimulus novelty, emergence of name-object relation, and learning of emergent relation, respectively. If the learning of the emergent relation did not occur, the teaching by exclusion was inserted. Six participants responded by exclusion. Discrimination probes attested learning of two name-object relations by three participants. One participant's responses were consistent with learning two relations after teaching of emergent name-object relations. Discrimination probes were found to be an effective measure for learning of emergent name-object relations by small children. (AU)

• FAPESP's process: 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning
• Grantee: Deisy das Graças de Souza
• Support Opportunities: Research Projects - Thematic Grants