Biomedical subjects

R W Serna

Publications and source records attributed to R W Serna.

4 recordsLinked to original sources

PubMed1998

Blank-comparison assessment of stimulus-stimulus relations in individuals with mental retardation: a methodological note.

Matching to sample is commonly used in research and practice to assess relational learning of persons with mental retardation. However, forced-choice matching tasks are not always appropriate. In this paper we have illustrated blank-comparison matching to sample, a selection-based "yes/no" method requiring no verbal skills. Participants select a comparison stimulus if it is judged to be related to the sample (analogous to "yes") but select a black square (blank) if it is not so judged ("no"). In the first experiment the method was used to explore bases for emergent symbolic "mapping" performances. In the second experiment we assessed similarity judgments between form stimuli. Both experiments confirmed the feasibility and utility of the method for making unambiguous inferences as to whether pairs of stimuli were or were not related.

Adolescent↗

PubMed1993

Auditory successive conditional discrimination and auditory stimulus equivalence classes.

This paper describes an experimental demonstration of stimulus equivalence classes consisting entirely of auditory stimuli. Stimuli were digitized arbitrary syllables (e.g., "cug," "vek") presented via microcomputer. Training and testing were conducted with a two-choice auditory successive conditional discrimination procedure. On each trial, auditory samples and comparisons were presented successively. As each comparison was presented, a response location (a rectangle) appeared on the computer screen. After all stimuli for a trial were presented, subjects selected one of the response locations. Six subjects acquired the conditional discrimination baseline, 4 subjects demonstrated the formation of three-member auditory equivalence classes resulting from sample-S+ relations, and 1 subject demonstrated equivalence classes resulting from sample-S- relations. Four subjects received additional training and subsequently demonstrated expansion of the three-member classes to four members each.

Adolescent↗

PubMedDate not supplied

Assessing same/different judgments in individuals with severe intellectual disabilities: a status report.

This report summarizes state-of-the-art approaches for assessing visual stimulus same/different judgments in individuals with severe intellectual disabilities. Methods are described that permit one to conduct assessments on a population-wide basis, excluding few if any participants due to failure to acquire necessary baseline performances. Methodological investigations summarized here indicate that one can obtain reliable same/different judgments with a variety of stimuli in virtually anyone for whom a basal score on the Peabody Picture Vocabulary Test can be obtained. This approach includes judgments involving not only familiar, readily nameable stimuli, but also abstract two-dimensional forms of the type commonly used to minimize extraexperimental influences on performance. Taken together, recent findings lead to the conclusion that past studies have significantly under-estimated the capacity of participants with low MA scores to make same/different judgments. They also suggest a more general methodological approach that can potentially lead to more sensitive assessment of other behavioral capacities in this difficult-to-test population.

Attention↗

PubMedDate not supplied

Re-evaluation of a programmed method to teach generalized identity matching to sample.

Programmed training in identity matching to sample was given to six participants who had severe mental retardation, mental age-equivalent scores of 3.0 years or less, and histories of failures in prior assessments and training attempts with standard procedures. An intermediate goal of the training program was to establish one-trial discrimination learning (OTDL), where new discriminations are acquired after a single training trial, OTDL was included because an analysis of the task requirements for identity matching suggested that it could be a prerequisite skill. One participant was eliminated from the experiment when stimulus control by prompting procedures broke down relatively early in training. Only one of the remaining participants achieved OTDL. When the program was modified to eliminate OTDL as an intermediate goal, for participants completed it and passed tests for generalized identity matching with high accuracy scores. The program was partially successful with the sixth participant in that it established highly accurate and reliable identity matching when different stimuli were displayed on every trial (nonconditional-function matching), but not when the same set of comparison stimuli was displayed on every trial (conditional-function matching). The results showed that (a) one-trial discrimination learning appears to be sufficient but not necessary for identify matching, and (b) the program successfully established identity matching in a majority of difficult-to-teach students who had well-documented failures to learn by standard teaching methods.

Adolescent↗