| The role of problem solving in complex intraverbal repertoires. | |
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MedLine Citation:
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PMID: 21709781 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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We examined whether typically developing preschoolers could learn to use a problem-solving strategy that involved self-prompting with intraverbal chains to provide multiple responses to intraverbal categorization questions. Teaching the children to use the problem-solving strategy did not produce significant increases in target responses until problem solving was modeled and prompted. Following the model and prompts, all participants showed immediate significant increases in intraverbal categorization, and all prompts were quickly eliminated. Use of audible self-prompts was evident initially for all participants, but declined over time for 3 of the 4 children. Within-session response patterns remained consistent with use of the problem-solving strategy even when self-prompts were not audible. These findings suggest that teaching and prompting a problem-solving strategy can be an effective way to produce intraverbal categorization responses. |
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Authors:
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Rachael A Sautter; Linda A LeBlanc; Allison A Jay; Tina R Goldsmith; James E Carr |
Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Journal of applied behavior analysis Volume: 44 ISSN: 1938-3703 ISO Abbreviation: J Appl Behav Anal Publication Date: 2011 |
Date Detail:
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Created Date: 2011-06-28 Completed Date: 2011-10-25 Revised Date: 2011-12-21 |
Medline Journal Info:
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Nlm Unique ID: 0174763 Medline TA: J Appl Behav Anal Country: United States |
Other Details:
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Languages: eng Pagination: 227-44 Citation Subset: IM |
Affiliation:
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Western Michigan University, USA. |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Child Development
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physiology* Child, Preschool Female Humans Language* Male Problem Solving / physiology* Teaching* Verbal Learning / physiology* |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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