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Two teaching procedures for
sequential class formation Sequential stimulus classes can be established using different trial structures. This study verified the effect of two training arrangements on the formation of sequential classes. Three mentally retarded teenagers were exposed to two training conditions, each with two five stimulus sequences, and tests. In Condition 1, training trials had stimulus pairs, and the subject had to touch one stimulus first, then the other. After learning criterion was reached, an overlaping pair was introduced, until the exposition to four pairs. After training with each stimulus set, subjects received nonadjacent pairs tests, then substitutability tests. In Condition 2, the number of stimulus in training trials was increased one by one, up to five, followed by the same tests. All subjects met criterion in training. In Condition 1 the nonadjacent tests were positive for all subjects; one subject (RO) showed 100% performance in substitutability test. In Condition 2, nonadjacent tests and substitutability were positive for two subjects (RO, RG). Overlapping pairs training was more effective for the performance in nonadjacent pairs tests; adding members procedure was more effective for performance in substitutability tests. Studies reverting the order of conditions are necessary to clarify the effect of these procedures on sequential class formation. Keywords: sequential class, chaining, overlapping, mental retardation |
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