Ten developmentally disabled children participated in an assessment of stimulus control and transfer of training. Each subject was taught to perform a simple, nonverbal, imitative task in a training room, and transfer to a novel setting was assessed. During training, subjects were video-taped in order to determine how often each visual stimulus in the training room was looked at. After an initial transfer t est each subject participated in a test of the stimulus control acquired by visual stimuli from the training room. Utilizing two groups (N = 5 each), subjects received an additional transfer test in the novel setting while in the presence of a stimulus that had been either frequently or infrequently looked at during the training process. Subjects tested in the presence of a frequently-looked-at stimulus produced a greater number of correct responses during the transfer tests than subjects tested in the presence of an infrequently-looked-at stimulus. Individual data are also presented fer the subjects. The implications of these results are discussed.
","abstract_html":"<p>Ten developmentally disabled children participated in an assessment of stimulus control and transfer of training. Each subject was taught to perform a simple, nonverbal, imitative task in a training room, and transfer to a novel setting was assessed. During training, subjects were video-taped in order to determine how often each visual stimulus in the training room was looked at. After an initial transfer t est each subject participated in a test of the stimulus control acquired by visual stimuli from the training room. Utilizing two groups (N = 5 each), subjects received an additional transfer test in the novel setting while in the presence of a stimulus that had been either frequently or infrequently looked at during the training process. Subjects tested in the presence of a frequently-looked-at stimulus produced a greater number of correct responses during the transfer tests than subjects tested in the presence of an infrequently-looked-at stimulus. Individual data are also presented fer the subjects. The implications of these results are discussed.</p>","abstract_has_math":false,"creators":["Lietzke, David Micheal"],"institution":null,"degree_name":"Master of Arts (M.A.)","degree_level":"Thesis","degree_discipline":"Graduate Studies","degree_department":null,"school":null,"contributors":["Martin T. Gipson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1977,"date_issued":"1977-01-01T08:00:00Z","date_published":"1977-01-01T08:00:00Z","updated_at":"2026-07-24T05:37:51Z","subjects":["Behavior modification","Transfer of training","Stimulus generalization","Children with mental disabilities Behavior modification","Education","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/NKC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/1942","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Martin T. Gipson"]},{"key":"dc:creator","label":"Author","values":["Lietzke, David Micheal"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:50:24Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (M.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior modification","Transfer of training","Stimulus generalization","Children with mental disabilities Behavior modification","Education","Social and Behavioral Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/NKC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarlycommons.pacific.edu/uop_etds/1942"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Ten developmentally disabled children participated in an assessment of stimulus control and transfer of training. Each subject was taught to perform a simple, nonverbal, imitative task in a training room, and transfer to a novel setting was assessed. During training, subjects were video-taped in order to determine how often each visual stimulus in the training room was looked at. After an initial transfer t est each subject participated in a test of the stimulus control acquired by visual stimuli from the training room. Utilizing two groups (N = 5 each), subjects received an additional transfer test in the novel setting while in the presence of a stimulus that had been either frequently or infrequently looked at during the training process. Subjects tested in the presence of a frequently-looked-at stimulus produced a greater number of correct responses during the transfer tests than subjects tested in the presence of an infrequently-looked-at stimulus. Individual data are also presented fer the subjects. The implications of these results are discussed.
"]},{"key":"dc:source","label":"Dc Source","values":["46"]},{"key":"dc:title","label":"Title","values":["Observation of training room stimuli in determining stimulus control and transfer of training"]}]}],"canonical_facts":{"dc:contributor":["Martin T. Gipson"],"dc:creator":["Lietzke, David Micheal"],"dc:date.available":["2018-06-29T08:50:24Z"],"dc:description.abstract":["Ten developmentally disabled children participated in an assessment of stimulus control and transfer of training. Each subject was taught to perform a simple, nonverbal, imitative task in a training room, and transfer to a novel setting was assessed. During training, subjects were video-taped in order to determine how often each visual stimulus in the training room was looked at. After an initial transfer t est each subject participated in a test of the stimulus control acquired by visual stimuli from the training room. Utilizing two groups (N = 5 each), subjects received an additional transfer test in the novel setting while in the presence of a stimulus that had been either frequently or infrequently looked at during the training process. Subjects tested in the presence of a frequently-looked-at stimulus produced a greater number of correct responses during the transfer tests than subjects tested in the presence of an infrequently-looked-at stimulus. Individual data are also presented fer the subjects. The implications of these results are discussed.
"],"dc:identifier":["https://scholarlycommons.pacific.edu/uop_etds/1942"],"dc:rights":["http://rightsstatements.org/vocab/NKC/1.0/"],"dc:source":["46"],"dc:subject":["Behavior modification","Transfer of training","Stimulus generalization","Children with mental disabilities Behavior modification","Education","Social and Behavioral Sciences"],"dc:title":["Observation of training room stimuli in determining stimulus control and transfer of training"],"thesis:degree_discipline":["Graduate Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (M.A.)"]},"updated_at":"2026-07-24T05:37:51Z"}