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An Investigation into the Speaker-as-own-Listener Repertoire and Reverse Intraverbal Responding.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Investigation into the Speaker-as-own-Listener Repertoire and Reverse Intraverbal Responding./
作者:	Farrell, Cesira.
面頁冊數:	1 online resource (142 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Contained By:	Dissertation Abstracts International78-09B(E).
標題:	Behavioral psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369748598

An Investigation into the Speaker-as-own-Listener Repertoire and Reverse Intraverbal Responding.
Farrell, Cesira.

An Investigation into the Speaker-as-own-Listener Repertoire and Reverse Intraverbal Responding. - 1 online resource (142 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

I conducted 2 experiments investigating the relations between speaker-as-own-listener cusps and responding to bidirectional or reverse intraverbals. Speaker-as-own-listener cusps include, Naming, Say-Do Correspondence and Self-Talk Fantasy Play. During a pilot experiment, I found the source of the problem in 2 participants' learning was their deficient speaker-as-own-listener repertoires. Although both participants in the pilot study had the Full Naming capability in repertoire, they lacked Say-Do and Self-Talk. Following a Self-Talk Immersion intervention, Say-Do was induced for both participants and coincidentally, correct responses to bidirectional or reverse intraverbals emerged. In Experiment I, I continued examining relations between the speaker-as-own-listener (SOL) repertoire and intraverbal responding with a statistical analysis of 35 Early Intervention (EI) and Preschool students recruited from CABASRTM model schools who functioned at listener and speaker levels of verbal behavior. Findings from Experiment I indicated that the presence of Say-Do Correspondence and Self-Talk were significantly correlated to correct responses to reverse intraverbals. Experiment II was a functional analysis, during which 4 participants were selected from an EI classroom due to their similar levels of verbal behavior, deficient SOL repertoire, and because they could not respond to reverse intraverbals. Results indicated a functional relation between the presence of Say-Do Correspondence and Self-Talk and correct responses to intraverbal probes for all 4 participants.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369748598Subjects--Topical Terms:

1179418
Behavioral psychology.
Index Terms--Genre/Form:

554714
Electronic books.

An Investigation into the Speaker-as-own-Listener Repertoire and Reverse Intraverbal Responding.
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504 $a Includes bibliographical references
520 $a I conducted 2 experiments investigating the relations between speaker-as-own-listener cusps and responding to bidirectional or reverse intraverbals. Speaker-as-own-listener cusps include, Naming, Say-Do Correspondence and Self-Talk Fantasy Play. During a pilot experiment, I found the source of the problem in 2 participants' learning was their deficient speaker-as-own-listener repertoires. Although both participants in the pilot study had the Full Naming capability in repertoire, they lacked Say-Do and Self-Talk. Following a Self-Talk Immersion intervention, Say-Do was induced for both participants and coincidentally, correct responses to bidirectional or reverse intraverbals emerged. In Experiment I, I continued examining relations between the speaker-as-own-listener (SOL) repertoire and intraverbal responding with a statistical analysis of 35 Early Intervention (EI) and Preschool students recruited from CABASRTM model schools who functioned at listener and speaker levels of verbal behavior. Findings from Experiment I indicated that the presence of Say-Do Correspondence and Self-Talk were significantly correlated to correct responses to reverse intraverbals. Experiment II was a functional analysis, during which 4 participants were selected from an EI classroom due to their similar levels of verbal behavior, deficient SOL repertoire, and because they could not respond to reverse intraverbals. Results indicated a functional relation between the presence of Say-Do Correspondence and Self-Talk and correct responses to intraverbal probes for all 4 participants.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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