401
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Lancioni GE, Bouter HP, Brouwer JA. Groups of individuals who are moderately mentally retarded sharing their activities with passive low-functioning companions. BEHAVIORAL INTERVENTIONS 1991. [DOI: 10.1002/bin.2360060504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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402
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Smeets PM, Lancioni GE, Striefel S. Establishing mirror-image discriminations with progressively delayed extra-stimulus prompts. J Exp Child Psychol 1991; 52:197-220. [PMID: 1774548 DOI: 10.1016/0022-0965(91)90059-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Progressively delayed extra-stimulus prompts were used to help normal preschool children discriminate left-right mirror-image stimuli. Two issues were addressed, the attention guiding properties of the prompts and the necessity for their gradual elimination. The study consisted of four experiments in which one or multiple prompt conditions were used. Each condition involved three prompts: a reference prompt for indicating the S+ and two superimposed prompts, one on the S+, and one on the S-. The prompts required subjects to respond to the orientation of the S+ (Orientation condition) or to the location of the reference prompt (Location condition); or allowed them to respond to the discriminative shapes of the superimposed prompts (Shape condition). The results showed the following. First, most subjects rapidly learned to respond to the Orientation prompts. Second, delayed orientation prompting was always successful regardless of how the prompts were eliminated. Delay training was never successful in either of the other two conditions. Third, the Orientation condition did not reliably produce learning unless the delayed prompting procedure was used.
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403
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Lancioni GE, Oliva D, Coppa MM, Boelens H. Self-stimulation and occupational responding in low-functioning persons. Int J Rehabil Res 1991; 14:235-8. [PMID: 1938036 DOI: 10.1097/00004356-199109000-00007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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404
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Lancioni GE, Bellini D, Oliva D, Guzzini F, Pirani P. A robot for guiding multihandicapped blind persons to carry out familiar daily activities. ACTA ACUST UNITED AC 1989. [DOI: 10.1007/bf01098169] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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405
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Lancioni GE, Coninx F, Smeets PM. A classical conditioning procedure for the hearing assessment of multiply handicapped persons. THE JOURNAL OF SPEECH AND HEARING DISORDERS 1989; 54:88-93. [PMID: 2521683 DOI: 10.1044/jshd.5401.88] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
The present study evaluated the viability of a classical conditioning procedure with an air puff as unconditioned stimulus for the hearing assessment of multiply handicapped children and adolescents. All subjects were also exposed to operant conditioning, which consisted of a modified visual reinforcement audiometry (VRA) procedure or involved edible reinforcement contingent on a reaching response (for blind subjects). The findings indicate that the classical conditioning procedure was successful with 21 of the 23 subjects, whereas operant conditioning succeeded with 15 of the subjects. Thresholds obtained with classical conditioning were mostly equal to or within 10 dB of those obtained with operant conditioning and also matched previously available hearing estimates. These findings seem to suggest that the classical procedure can be a useful behavioral alternative for audiological assessment.
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406
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Smeets PM, Lancioni GE, Striefel S. Time-delay discrimination training with static and dynamic cues. J Exp Child Psychol 1988. [DOI: 10.1016/0022-0965(88)90065-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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407
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Lancioni GE, van Dijk J, Driessen M, Manders N. An automatic prompting instrument to increase task-related responding in low-functioning individuals. J Behav Ther Exp Psychiatry 1988; 19:267-73. [PMID: 3235694 DOI: 10.1016/0005-7916(88)90056-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
The present study was aimed at developing and assessing an automatic prompting instrument with three multihandicapped students who showed breaks in performance. The effects of the instrument were compared with the effects of manual prompting with simple tasks involving locomotion. The results indicated that manual and instrument prompting were both successful in reducing the amount of time spent in breaks. The effects of the instrument were replicated within subjects. The same effects were still visible during a follow-up assessment. The reliability and durability of those effects as well as the practical implications of automatic prompting are discussed.
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408
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Lancioni GE, Oliva D, Adorni A, Guzzini F, Locatelli M, Spinaci P. Promoting unsupervised activities with low-functioning blind persons: Evaluation of a computer-aided program. BEHAVIORAL INTERVENTIONS 1988. [DOI: 10.1002/bin.2360030202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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409
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Smeets PM, Lancioni GE, Leonard SN, Striefel S. Time-delay discrimination training with multiple distinctive-feature prompts: The function of the incorrect (S−) prompt. J Exp Child Psychol 1988. [DOI: 10.1016/0022-0965(88)90034-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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410
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Smeets PM, Lancioni GE, Striefel S, Curfs PM. Establishing a difficult discrimination through time delay: Some critical dimensions of prompts. J Exp Child Psychol 1988. [DOI: 10.1016/0022-0965(88)90033-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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411
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Lancioni GE, Smeets PM, Oliva D. A computer-aided program to supervise occupational engagement of severely mentally retarded persons. BEHAVIORAL INTERVENTIONS 1988. [DOI: 10.1002/bin.2360030102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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412
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Lancioni GE, Hoogland GA, Smeets PM, Brozzi G, Scoponi MV, Piattella L, Zamponi N. Hearing assessment in developmentally impaired infants: classical conditioning as a supplement to brainstem-evoked response audiometry (BERA). Int J Pediatr Otorhinolaryngol 1985; 10:221-8. [PMID: 2420739 DOI: 10.1016/s0165-5876(85)80068-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
The brainstem-evoked response audiometry (BERA) is probably the most common approach to hearing assessment in high-risk and developmentally handicapped infants. It is usually suggested, however, that BERA should not be the sole assessment method. In an attempt to determine an effective supplement to BERA, the present study evaluated a classical conditioning procedure with developmentally impaired babies. Within this procedure, different tones served as conditioned stimuli while an air-puff was used as the unconditioned stimulus. Results indicate that this procedure could be successfully applied with almost all of the babies.
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413
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Smeets PM, Lancioni GE, Van Lieshout RW. Teaching mentally retarded children to use an experimental device for telling time and meeting appointments. APPLIED RESEARCH IN MENTAL RETARDATION 1985; 6:51-70. [PMID: 3994359 DOI: 10.1016/s0270-3092(85)80021-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
This study evaluated a program for teaching mentally retarded children to use an experimental clock-agenda combination (CAC). The CAC was designed to serve as a prosthetic device for children with minimal numerical skills and time concepts to (a) tell time to the nearest 5-minute interval, and (b) meet scheduled appointments. The target skills were trained in two phases, each of which consisted of two or more steps and substeps. A modified multiple-probe technique was used for each phase. Three mildly mentally retarded children and one moderately retarded child served as subjects. The data indicated that all subjects acquired both skills in 5 to 10 hours.
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414
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Abstract
We evaluated a method for training infants to cue their mothers on the need to eliminate. The program consisted of three phases: Phase I was directed at establishing a close temporal relationship between body signals (straining) and subsequent defecations on the potty; Phase II was designed to establish a relationship between prompted and unprompted potty reaching/grabbing responses and eliminations (defecations and urinations) on the potty; and Phase III served to establish unprompted potty reaching/grabbing responses as reliable precursors of eliminations. Four babies, between 3.1 and 6.6 months old, all completed the training before age 1 year, with no negative side effects.
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415
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Smeets PM, Lancioni GE, Hoogeveen FR. Using stimulus shaping and fading to establish stimulus control in normal and retarded children. JOURNAL OF MENTAL DEFICIENCY RESEARCH 1984; 28 ( Pt 3):207-218. [PMID: 6492138 DOI: 10.1111/j.1365-2788.1984.tb01012.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
The present study was an effort to investigate whether, in addition to his IQ level, the child's ability to identify all relevant stimulus components would affect the frequency of overselective responding. Children of different IQ levels (i.e. normal, educably retarded, and trainable retarded children) participated. Subjects were trained to learn the meanings of four sets of fictitious words, i.e. two sets containing words printed in Roman letters (Roman words), and two sets containing words printed in Hebrew letters (Hebrew words). All subjects could identify the words of each set. The normal and educably retarded subjects could read aloud the Roman words, whereas the trainable retarded subjects could not. None of the subjects could read the Hebrew words. Two training procedures were used, one requiring transfer of stimulus control (fading), and one which did not (stimulus shaping). The results indicated that, firstly, the discrimination learning of the normal and educably retarded subjects covaried with the IQ level and their ability to read the words. The learning rate was not affected by the training procedures. Secondly, the trainable retarded subjects learned much better through stimulus shaping than through fading. Their acquisition rates were slow and not affected by the types of letters. Thirdly, the training procedures had no effect on the breadth of stimulus control. Instead, it covaried as a function of the IQ level (all groups) and of the child's ability to read the words (normal and educably retarded subjects). Fourthly, the training procedures had, however, considerable effect on which letters controlled the discriminations. When overselective selective responding was evident, the letters that had been associated with the prompts were more often functional than the other letters, but only for the words trained through stimulus shaping.
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416
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Smeets PM, Lancioni GE, Hoogeveen FR. Effects of different stimulus manipulations of the acquisition of word recognition in trainable mentally retarded children. JOURNAL OF MENTAL DEFICIENCY RESEARCH 1984; 28 ( Pt 2):109-122. [PMID: 6748056 DOI: 10.1111/j.1365-2788.1984.tb01002.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
The present study was designed to assess the efficacy of different procedures for establishing transfer of stimulus control from pictorial representations to printed words in trainable mentally retarded school children. The study consisted of two experiments. In experiment 1, four training conditions were used, i.e. two conditions (stimulus shaping and stimulus connected prompt fading) in which the subjects' attention was guided to the training stimuli, and two conditions (stimulus disconnected prompt fading and no fading) in which the subjects were allowed to respond only to the prompts. The results showed that stimulus shaping and stimulus connected prompt fading were far more effective than either one of the other procedures. Subsequent analyses revealed that 1 the stimulus control of the trained words was restricted to one or two letters, and 2 in case it was restricted to one letter, this was frequently a letter other than the one used for training. Furthermore, it was noted that the learned discriminations deteriorated as time or training progressed. Experiment 2 was designed to replicate some of the findings of experiment 1, and to control for one of the variables contributing to the superior efficiency of stimulus shaping over stimulus connected prompt fading. In general, the results of this experiment confirmed those obtained in experiment 1.
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417
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Lancioni GE, Smeets PM, Oliva DS. Teaching severely handicapped adolescents to follow instructions conveyed by means of three-dimensional stimulus configurations. APPLIED RESEARCH IN MENTAL RETARDATION 1984; 5:107-23. [PMID: 6721476 DOI: 10.1016/s0270-3092(84)80024-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
The present study investigated the feasibility of teaching three low-functioning (one sighted and two blind) adolescents a large repertoire of instruction-following responses. Three-dimensional cues, that is, dolls and small copies of objects, were used to convey the instructions. Training was structured in a stepwise fashion. Initially, the subjects were taught to take full-size objects in response to the experimenter presenting small copies of such objects. Then, they were trained to assume body positions represented through dolls. Subsequently, they were trained to assume body positions in relation with objects (represented through dolls and small copies of objects). Finally, they were trained to perform activities each of which was represented through two dolls in relation with small copies of objects. All subjects learned successfully. Generalization responding was observed at each stage of the program.
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418
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Lancioni GE, Smeets PM, Ceccarani PS, Capodaglio L, Campanari G. Effects of gross motor activities on the severe self-injurious tantrums of multihandicapped individuals. APPLIED RESEARCH IN MENTAL RETARDATION 1984; 5:471-82. [PMID: 6240965 DOI: 10.1016/s0270-3092(84)80039-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
The present study assessed the effects of gross motor activities on the self-injurious tantrums of three multihandicapped subjects. The tantrums did not seem related to specific environmental events and were rather infrequent, yet very severe. The study was carried out according to a withdrawal (ABAB) design. During baseline, the subjects executed routine activities that required minimal physical effort. During treatment, they performed gross motor activities that required considerable physical effort. These activities were designed to provide a wide variety of sensory (e.g., tactile, proprioceptive) input, but without tiring the subjects excessively. They were implemented when the subjects were in a quiet state. The results showed that concomitant with treatment, all subjects had a definite decline in the rate of self-injurious tantrums. Two subjects also exhibited a reduction in the duration of the tantrums.
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419
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Smeets PM, Lancioni GE, Striefel S, Willemsen R. Training EMR children to solve missing minuend problems errorlessly: Acquisition, generalization, and maintenance. ACTA ACUST UNITED AC 1984. [DOI: 10.1016/0270-4684(84)90026-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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420
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Lancioni GE, Smeets PM, Ceccarani PS, Goossens AJ. Self-stimulation and task-related responding: the role of sensory reinforcement in maintaining and extending treatment effects. J Behav Ther Exp Psychiatry 1983; 14:33-41. [PMID: 6863550 DOI: 10.1016/0005-7916(83)90010-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
The present study was aimed at (a) eliminating self-stimulation and increasing task-related responding in severely handicapped children, and (b) assessing maintenance and carry-over of treatment effects following the use of sensory reinforcement. The results showed that applying sensory or edible-liquid reinforcement, contingent on low rates of task-related responses, did not increase these responses nor decrease self-stimulation. These behavior changes were obtained with the combination of reinforcement and punishment. Sensory reinforcement was effective in maintaining and extending the treatment results, while edible-liquid contingencies were not.
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421
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Lancioni GE. Using pictorial representations as communication means with low-functioning children. J Autism Dev Disord 1983; 13:87-105. [PMID: 6853441 DOI: 10.1007/bf01531362] [Citation(s) in RCA: 31] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Three low-functioning children were successfully taught pictorial representations as communication means. Initially, the subjects were trained to associate cards representing objects with the corresponding objects. Then, they were trained to respond to: (a) cards depicting body positions, (b) cards depicting body positions related to objects, and (c) cards representing simple activities as well as activities involving two children. Subsequently, they were trained to complete cards representing activities involving two children, independently, and to choose the roles for the execution of these activities. At last, they were taught to select from among cards on display, to complete such cards, and to choose the roles for the execution of the activities all by themselves. During the program high generalization learning was observed.
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422
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Lancioni GE. Normal children as tutors to teach social responses to withdrawn mentally retarded schoolmates: training, maintenance, and generalization. J Appl Behav Anal 1982; 15:17-40. [PMID: 7096226 PMCID: PMC1308245 DOI: 10.1901/jaba.1982.15-17] [Citation(s) in RCA: 38] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
The findings of the three experiments reported herein indicate that normal children can successfully teach social responses (i.e., delayed imitation cooperative play, and verbalization of positive comments) to withdrawn mentally retarded peers. The effects of the intervention generalized across stimulus and response conditions, while the trained and generalized levels of responding were maintained after the end of the intervention. Moreover, the subjects developed social responding within their classrooms and play areas parallel to the intervention and continued to increase such responding after the interruption of the intervention. Direct edible reinforcement appeared to be necessary at least during the initial period of the intervention. Vicarious edible reinforcement seemed useful to prompt the appearance of responding. Vicarious social reinforcement was ineffective at the beginning of the intervention, but apparently acquired prompting power at a later stage of training. Generalization results indicated that the similarity between the response occasions used for training and those used for testing generalization played an important role. Yet, the extensiveness of training and the development of responding within the classrooms and play areas may also have had a relevant effect. The development of social responding within the classrooms and play areas appeared to be mainly the effect of new learning. This was perhaps due to vicarious and direct social reinforcement.
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423
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Lancioni GE, Hoogland GA. Hearing assessment in young infants by means of a classical conditioning procedure. Int J Pediatr Otorhinolaryngol 1980; 2:193-200. [PMID: 7188061 DOI: 10.1016/0165-5876(80)90045-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
A classical conditioning procedure, in which tones of different intensities and frequencies constituted the conditioned stimuli and an air puff on the corner of the infants' eye represented the unconditioned stimulus, proved to be an effective device for evaluating the hearing ability of young babies. The 45 infants participating in the present study were able to start responding to the presentation of the tones (i.e. complete and prolonged closure of their eye before the onset of the air puff or independent of the puff) in a relatively short period of time. The presence of responding could be regarded as a reliable sign of the infants' hearing functioning across frequencies and intensities.
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424
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Lancioni GE. Infant operant conditioning and its implications for early intervention. Psychol Bull 1980; 88:516-34. [PMID: 7422756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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425
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