Reading Words Using the Go/No-Go Procedure with Compound Stimuli with Preschool Children

Abstract

The study investigated whether the go/no-go procedure with compound stimuli would produce emergent relations among dictated word (A), picture (B) and printed word (C). The emergence of textual behavior (CD) was also evaluated. Eight children from 4 to 5 years old were submitted to AB and AC training, followed by tests of BC, CB, and CD relations. During AB and AC training, a compound stimulus (formed of auditory and visual stimuli) was successively presented in each trial. Responses were differentially reinforced in the presence of “related” compounds (e.g., A1B1 and A2B2 in AB training), but not in the presence of “unrelated” compounds (e.g., A1B2 and A2B1). In BC and CB tests, the compounds were formed of a picture and a printed word side by side. Finally, tests of CD relations were conducted (textual behavior). The results showed that all the children met the learning criteria and showed emergence of BC, CB, and CD relations. The data also indicated the feasibility of the go/no-go procedure in producing emergent performance in reading.

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Correspondence to Paula Debert.

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Canovas, D.d., Queiroz, A.C.M., Debert, P. et al. Reading Words Using the Go/No-Go Procedure with Compound Stimuli with Preschool Children. Psychol Rec 69, 253–265 (2019). https://doi.org/10.1007/s40732-019-00339-4

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Keywords

  • Reading
  • Stimulus equivalence
  • Go/no-go
  • Compound
  • Preschool children