Observation of training room stimuli in determining stimulus control and transfer of training
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.
Behavior modification, Transfer of training, Stimulus generalization, Children with mental disabilities Behavior modification, Education, Social and Behavioral Sciences
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