Ep. 38- ABA in One Take- Advanced verbal behavior; Naming and stimulus equivalence
Jan 17, 2022
Stimulus equivalence theory is one of those things that behavior analysts either love or hate. In fact, one of my favorite behavior analysts that I have met had the stimulus equivalence paradigm tattooed on their arm. Personally, I love it, because I think it gives us as behavior analysts the answer to the question of generative language development. Is it the whole answer? Probably not, but it is at least a start. In this article, the continue the exploration of stimulus equivalence by comparing the acquisition of match to sample tasks when common and individual naming is taught. Naming is when a stimulus is given a “name” such as naming a pencil “pencil”. The reason this concept is important is because there is some evidence to support that an individual must be able to name a stimulus before acquiring symmetry, transitivity, and reflexivity. This article explores all of these topics, with some great practical steps for the behavior analyst at the end! I hope you enjoy.
Citation
Granerud, G., & Arntzen, E. (2021). Naming of stimuli in equivalence class formation in children. Analysis Verbal Behavior, 37(1), 77–96. https://doi.org/10.1007/s40616-021-00143-8
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