Reading comprehension with the Go/No-Goprocedure with compound stimuli

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Author(s):	Brayner de Freitas Gueiros, Cecilia ; Debert, Paula Total Authors: 2
Document type:	Journal article
Source:	JOURNAL OF APPLIED BEHAVIOR ANALYSIS; v. 53, n. 4, p. 18-pg., 2020-07-16.
Abstract
The present study investigated whether the Go/No-Go procedure with compound stimuli produces emergent relations among dictated words (A), pictures (B), and printed words (C) and the emergence of textual behavior (CD) using a multiple probe design across word sets. Three preschool children were exposed to 4 phases: (1) pretests for BC, CB, and CD relations, (2) pretraining with known stimuli, (3) AB and AC training, and (4) posttests for BC, CB, and CD relations. During AB and AC training, responses to A1B1, A2B2, A1C1, and A2C2 compound stimuli, but not to A1B2, A2B1, A1C2, and A2C1, were reinforced. The results showed that all participants met the learning criterion and demonstrated emergence of BC and CB relations (i.e., relations between pictures and printed words), and CD relations (i.e., textual behavior) after training. These results suggest that the Go/No-Go procedure with compound stimuli is an effective alternative for establishing reading comprehension. (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