STIMULUS EQUIVALENCE IN RUDIMENTARY PREACADEMICS

项目4将扩展我们对行为过程的分析，在 向智障人士传授基本的学前教育技能 和自闭症。总体目标是检查刺激的等价性 类是建立整合的相关现象的函数 与样本匹配、口头命名和写作的网络。澄清 将有助于将这些方法应用于 教育环境(见项目7)。我们的工作广泛地与 当前高中英语阅读教学理论与实践中存在的问题 有特殊教育需要的人。 因为这些研究包括计算机拼写和句子- 生产程序，结果将具有特别的相关性 建立生成性的计算机辅助教学的发展 学前班曲目。拟议的项目4主要源于 精神障碍患者刺激控制过程的研究现状 智力迟缓。方法论和概念性的贡献也来自 与有学习障碍的学生一起学习。这个 具体的富有成效的演讲和写作。我们将确定以下参数 导致广泛刺激控制和生殖表现的学习 在初级语言艺术表演中；(2)考察 词汇分析教学中的刺激等值与顺序课 类似语音的技巧；(3)扩展等值分析和 顺序课对短语和短语的理解和产生 (4)分析了上位或语境的功能 语言艺术技能发展中的刺激因素；(5)分析 刺激等价类之间的关系通过以下方法建立 与样本匹配的过程和刺激类，源自 刺激序列训练。

Project 4 will extend our analyses of behavioral processes important in teaching rudimentary preacademic skills to people with mental retardation and autism. The overall objective is to examine how stimulus equivalence classes are related phenomena function in establishing integrated networks of matching to sample, oral naming, and writing. Clarification of these processes will contribute to applications of the methods in educational settings (see Project 7). Our work is broadly relevant to current issues in the theory and practice of reading instruction for persons with special educational needs. Because theses studies include computerized spelling and sentence- production procedures, the results will have particular relevance for the development of computer-assisted instruction that established generative preacademic repertoire. The proposed Project 4 grew primarily out of current research on stimulus control processes in persons with mental retardation. Methodological and conceptual contributions also came from studies with studies with students who have learning disabilities. The Specific productive speech, and writing. We will identify parameters of learning that lead to broad stimulus control and generative performances in rudimentary language arts performances; (2) examine the role of stimulus equivalence and sequence classes in teaching word analysis skills resembling phonics; (3) extend the analysis of equivalence and sequence classes to the comprehension and production of phrases and sentences; (4) analyzed the functions of higher-order or contextual stimuli in the development of language arts skills; (5) analyze relationships between stimulus equivalence classes established using matching-to-sample procedures and stimulus classes that derive from stimulus sequence training.