Journal of Abnormal Child Psychology

, Volume 2, Issue 3, pp 217–227 | Cite as

Continuation of training as a variable influencing the generalization of speech in a retarded child

  • Everett D. DeHaven
  • Eugene E. Garcia


Imitation and differential reinforcement were applied in training a speech-deficient retarded child 4 separate verbal answers to 4 “everyday” questions. Training was provided in only one setting with one experimenter. After the subject had acquired each answer-response in the training situation, probes for stimulus generalization were given by both the trainer and nontrainers. These probes tested the usage of both trained and nontrained question-answering responses under nontraining conditions. Use of the separately trained responses in nontraining contexts increased as training continued beyond the established learning criteria. A concurrent reinforcement procedure for all 4 answerresponses increased the overall generalization effects across individuals and settings; the use of differential reinforcement of nonverbal responses in the training setting decreased the overall generalization effects.


Training Setting Generalization Effect Learning Criterion Differential Reinforcement Retarded Child 
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Copyright information

© Plenum Publishing Corporation 1975

Authors and Affiliations

  • Everett D. DeHaven
    • 1
  • Eugene E. Garcia
    • 1
  1. 1.Department of PsychologyUniversity of UtahSalt Lake City

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