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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

EMERGENCE OF AUDITORY-VISUAL RELATIONS FROM A VISUAL-VISUAL BASELINE WITH AUDITORY-SPECIFIC CONSEQUENCES IN INDIVIDUALS WITH AUTISM

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Author(s):
Varella, Andre A. B. [1] ; de Souza, Deisy G. [1]
Total Authors: 2
Affiliation:
[1] Univ Fed Sao Carlos, BR-13565905 Sao Carlos, SP - Brazil
Total Affiliations: 1
Document type: Journal article
Source: JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR; v. 102, n. 1, p. 139-149, JUL 2014.
Web of Science Citations: 4
Abstract

Empirical studies have demonstrated that class-specific contingencies may engender stimulus-reinforcer relations. In these studies, crossmodal relations emerged when crossmodal relations comprised the baseline, and intramodal relations emerged when intramodal relations were taught during baseline. This study investigated whether auditory-visual relations (crossmodal) would emerge after participants learned a visual-visual baseline (intramodal) with auditory stimuli presented as specific consequences. Four individuals with autism learned AB and CD relations with class-specific reinforcers. When A1 and C1 were presented as samples, the selections of B1 and D1, respectively, were followed by an edible (R1) and a sound (S1). Selections of B2 and D2 under the control of A2 and C2, respectively, were followed by R2 and S2. Probe trials tested for visual-visual AC, CA, AD, DA, BC, CB, BD, and DB emergent relations and auditory-visual SA, SB, SC, and SD emergent relations. All of the participants demonstrated the emergence of all auditory-visual relations, and three of four participants showed emergence of all visual-visual relations. Thus, the emergence of auditory-visual relations from specific auditory consequences suggests that these relations do not depend on crossmodal baseline training. The procedure has great potential for applied technology to generate auditory-visual discriminations and stimulus classes in the context of behavior-analytic interventions for autism. (AU)

FAPESP's process: 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching
Grantee:Deisy das Graças de Souza
Support type: Research Projects - Thematic Grants