The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy

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.

Grantor dc:publisher

University of North Texas

Year dc:date

2004

Author dc:creator

• Bank, Nicole L.

Contributors dc:contributor

• Glenn, Sigrid S., 1939-
• Ala'i-Rosales, Shahla
• Hyten, Cloyd
• Rosales Ruíz, Jesús

• Behavior modification.
• Play.
• Praise.
• Teaching.
• stereotyped play
• stimulus control
• variability
• creativity
• instructional control

Statement dc:rights

• Public
• Copyright
• Bank, Nicole L.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 58652142
https://digital.library.unt.edu/ark:/67531/metadc4720/
ark: ark:/67531/metadc4720

OAI identifier oai:identifier

info:ark/67531/metadc4720