Imitative responding was first established and then reinforced only in the presence of one stimulus and not in the presence of another. Subjects were three institutionalized, severely subnormal boys. (Author)

This study examines the possibility that the relational stimulus arising from being imitated serves a reinforcing function. A total of 48 preschool children performed a task in which some neutral stimuli were repeatedly associated either with an adult's matching the subject's behavior or the adult's mismatching the subject's behavior. (Author/GO)

Three groups of children, thirty in each group (3-4, 5-6, and 7-8 years), were shown an ambiguous color labeled green or blue or unlabeled. They were then given a generalization test to determine if the provided label would produce differences in the shape of the generalization gradient. (JH)

Investigated simultaneous occurrence of emergent stimulus-response relations (functional equivalence) and stimulus-stimulus relations (stimulus equivalence). Trained 4- and 5-year olds to emit specified responses to pairs of stimuli in one setting (original training) and to emit other responses to one member of each pair in another setting…

Two experiments examined conditions under which complex discriminative behaviors could be established and maintained by reinforcement given concurrently for performance at related tasks. Results indicated that durable stimulus control of oddity responding could be obtained for two cue dimensions for which oddity responding was never reinforced.…

Rejoinder to PS 502 062 which in turn is an alternative analysis of authors' study presented in PS 502 061. (MB)

Children and adults were trained and tested on formation of novel simple discriminations and conditional stimulus relations. Subjects who formed these sets were trained and tested on formation of stimulus equivalence classes. A modest majority of children matched directly paired stimuli; a few matched indirectly paired stimuli. All normal adults…

In this study, a transfer of stimulus control procedure was used to establish generalized verb-noun instruction-following skills in two severely retarded boys. (Author/JH)

This study was designed to investigate response-class phenomena and the possibility of indirect contingency control. A 3 1/2-year-old male was the subject for the study. (BD)

Study conducted to investigate attention span in relation to various schedules or regimes of reinforcement. (Author/MB)

Analyses indicated that varying the range of test stimuli changes the discriminability of the stimuli within that range, even though the physical differences among these stimuli remain constant. (Author)

Kindergarten and first grade children were trained to choose the middle-sized stimulus in either a single stimulus set or in each of two nonoverlapping stimulus sets. Findings were reported in terms of the assumption that cognitive processes are important in the intermediate-sized transposition paradigm. (Author/DB)