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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
Article

Abstract

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.

Keywords

Training Setting Generalization Effect Learning Criterion Differential Reinforcement Retarded Child 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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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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