NAMING AND CATEGORIZATION IN YOUNG CHILDREN: IV: LISTENER BEHAVIOR TRAINING AND TRANSFER OF FUNCTION

• Published in: Journal of the experimental analysis of behavior 2006-03, Vol.85 (2), p.247-273
• Main Authors: Horne, Pauline J., Hughes, J. Carl, Lowe, C. Fergus
• Format: Article
• Language: English
• Subjects: Attention; Auditory Stimuli; Behavior; Behavioral Science Research; categorization; category match to sample; Child Language; Child, Preschool; children; Children & youth; Classification; Experimental psychology; Female; Foreign Countries; Geometric Concepts; Humans; Infant; Language Skills; listener behavior; Listening; Listening Skills; Male; Names; Naming; Novelty (Stimulus Dimension); Speech Perception; stimulus classes; tacting; Teaching; Training; Transfer (Psychology); transfer of function; United Kingdom; Verbal Communication; Visual Stimuli; Vocabulary; Young Children
• ISSN: 0022-5002; 1938-3711; 0022-5002
• DOI: 10.1901/jeab.2006.125-04

Following pretraining with everyday objects, 14 children aged from 1 to 4 years were trained, for each of three pairs of different arbitrary wooden shapes (Set 1), to select one stimulus in response to the spoken word /zog/, and the other to /vek/. When given a test for the corresponding tacts (“zog” and “vek”), 10 children passed, showing that they had learned common names for the stimuli, and 4 failed. All children were trained to clap to one stimulus of Pair 1 and wave to the other. All those who named showed either transfer of the novel functions to the remaining two pairs of stimuli in Test 1, or novel function comprehension for all three pairs in Test 2, or both. Three of these children next participated in, and passed, category match‐to‐sample tests. In contrast, all 4 children who had learned only listener behavior failed both the category transfer and category match‐to‐sample tests. When 3 of them were next trained to name the stimuli, they passed the category transfer and (for the 2 subjects tested) category match‐to‐sample tests. Three children were next trained on the common listener relations with another set of arbitrary stimuli (Set 2); all succeeded on the tact and category tests with the Set 2 stimuli. Taken together with the findings from the other studies in the series, the present experiment shows that (a) common listener training also establishes the corresponding names in some but not all children, and (b) only children who learn common names categorize; all those who learn only listener behavior fail. This is good evidence in support of the naming account of categorization.