| Full text | |
| Author(s): |
Huebner, Maria Martha Costa
;
Austin, John
;
Miguel, Caio F.
Total Authors: 3
|
| Document type: | Journal article |
| Source: | ANALYSIS OF VERBAL BEHAVIOR; v. 24, n. 1, p. 8-pg., 2008-12-01. |
| Abstract | |
In the current study, tacts with positive qualifying autoclitics for reading were reinforced in order to determine if this procedure would increase the time spent reading by participants. Participants included 5 children, between 9-10 years old. Participants were individually exposed to 4 free operant sessions during which they were instructed to independently choose play activities. During pre- and post-treatment conditions, no consequences were provided for choosing reading. In addition, 4 treatment sessions were conducted on days separate from the free operant session days, during which the experimenter praised each positive reading-related statement emitted by the participant. Following treatment sessions, 4 out of 5 participants increased the time allocated to reading, suggesting that reading could be increased when praise is delivered contingent upon positive reading-related verbalizations. (AU) | |
| FAPESP's process: | 03/09928-4 - Emergent relationships between stimuli and symbolic function: implications for behavior, knowledge and teaching |
| Grantee: | Júlio César Coelho de Rose |
| Support Opportunities: | PRONEX Research - Thematic Grants |