STIMULUS EQUIVALENCE IN RUDIMENTARY PREACADEMICS

项目4将扩展我们对行为过程的分析， 向智力迟钝的人教授基本的学前技能 和自闭症。 总的目标是研究如何刺激等效 类是相关的现象功能，在建立综合 匹配样本、口头命名和书写的网络。 澄清 这些过程将有助于该方法在 教育环境（见项目7）。 我们的工作广泛涉及 当前阅读教学理论与实践中存在的问题 有特殊教育需要的人。 因为这些研究包括电脑拼写和句子- 生产程序，结果将有特别的相关性， 计算机辅助教学的发展， 大学前的曲目 项目4主要是由 心理障碍者刺激控制过程的研究现状 迟钝 方法和概念方面的贡献也来自于 与有学习障碍的学生进行的研究。 的 具体的生产性演讲和写作。 我们将确定 学习，导致广泛的刺激控制和生成性能 在初级语言艺术表演;（2）检查的作用 词汇分析教学中刺激等效与序列类 （3）扩展等值分析， 序列类的理解和生产的短语和 （4）分析了高阶或语境的功能 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， 匹配到样本的过程和刺激类， 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.