{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4720"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4720","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy","abstract":"This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, \"Try something different\" (on blue paper) and \"Do the same thing\" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed.","abstract_html":"This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, "Try something different" (on blue paper) and "Do the same thing" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed.","abstract_has_math":false,"creators":["Bank, Nicole L."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Glenn, Sigrid S., 1939-","Ala'i-Rosales, Shahla","Hyten, Cloyd","Rosales Ruíz, Jesús"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-12","date_published":"2004-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Behavior modification.","Play.","Praise.","Teaching.","stereotyped play","stimulus control","variability","creativity","instructional control"],"languages":["English"],"rights":["Public","Copyright","Bank, Nicole L.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 58652142","https://digital.library.unt.edu/ark:/67531/metadc4720/","ark: ark:/67531/metadc4720"],"render_values":[{"text":"oclc: 58652142","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4720/","href":"https://digital.library.unt.edu/ark:/67531/metadc4720/","code":true},{"text":"ark: ark:/67531/metadc4720","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4720","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Glenn, Sigrid S., 1939-","Ala'i-Rosales, Shahla","Hyten, Cloyd","Rosales Ruíz, Jesús"]},{"key":"dc:creator","label":"Author","values":["Bank, Nicole L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior modification.","Play.","Praise.","Teaching.","stereotyped play","stimulus control","variability","creativity","instructional control"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Bank, Nicole L.","Copyright is held by the author, unless otherwise noted. 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The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy"]}]}],"canonical_facts":{"dc:contributor":["Glenn, Sigrid S., 1939-","Ala'i-Rosales, Shahla","Hyten, Cloyd","Rosales Ruíz, Jesús"],"dc:creator":["Bank, Nicole L."],"dc:date":["2004-12"],"dc:description":["This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, \"Try something different\" (on blue paper) and \"Do the same thing\" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed."],"dc:format":["Text"],"dc:identifier":["oclc: 58652142","doi: 10.12794/metadc4720","https://digital.library.unt.edu/ark:/67531/metadc4720/","ark: ark:/67531/metadc4720"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Bank, Nicole L.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Behavior modification.","Play.","Praise.","Teaching.","stereotyped play","stimulus control","variability","creativity","instructional control"],"dc:title":["The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}