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Biomedical subjects

B Wetherby

Publications and source records attributed to B Wetherby.

4 recordsLinked to original sources
PubMed1983

The development of derived stimulus relations through training in arbitrary-matching sequences.

Five-year-old children were taught three-stage sequences of arbitrary matching: A-C, B-C, A-D; A-C, B-D, B-C; or A-C, A-D, B-C. Each stage refers to a sample-comparison relation between stimuli. Unreinforced test probes revealed untrained arbitrary matches (B-D, A-D, and B-D, respectively), derivable by substitution of stimuli with a common sample or comparison function. Additional probes revealed further untrained sample-comparison relations derivable by substitution and identity, including the commuted relations D-B, D-A, and D-B, respectively. These processes may have relevance to conceptual and verbal behavior.

Journal Article↗
PubMed1978

Developing generalized instruction-following behavior in severely retarded people.

A sequence of studies used a transfer of stimulus control procedure to train severely and profoundly retarded people to follow verb-noun instructions and to perform correctly when given only a verbal label for an action or object. Procedures were developed and utilized for providing the subjects with strategies for successfully generalizing to untrained instructions. When training was initiated on more complex instructions involving color or size adjectives, all subjects had some difficulty in acquiring the conditional discriminations. Modifications in the training procedures resulted in most of the subjects learning to respond correctly. Many of the variables deemed critical in training instruction-following skills with such a population are discussed in detail based on the data presented. The implications for training expressive skills in such a population are also discussed.

Child↗
PubMed1973

Instruction-following behavior of a retarded child and its controlling stimuli.

A combination of positive reinforcement and fading of physical guidance was used to teach a profoundly retarded boy specific responses to specific verbal instructions. The design consisted of a multiple baseline of probe data across different verbal instructions. The subject started responding correctly to each verbal instruction as that item was trained in a multiple-baseline order. Generalization did not occur to items that had not yet been trained, nor did it occur to items included to assess generalization. Probes of variations in the verbal instructions, conducted after training was completed, revealed that generalization was minimal except in those cases where the variation consisted of the verb only, the noun only, the noun plus preposition, or where the verb of the instruction was presented last. Training a profoundly retarded 11-yr-old subject to respond to specific verbal instructions did not adequately facilitate the development of a generative instruction-following capability, nor did all verbal elements of the instruction control a specific response.

Journal Article↗