Trained preschoolers and adults on three sets of successive discriminations with stimuli labeled A, B, and R. Tested for derived stimulus-response relations and stimulus-stimulus relations. Adults displayed class-consistent B-R and A-B performances over all conditions. Children's display of class-consistent B-R performance varied by training…

Pigeons were trained on many-to-one matching in which pairs of samples, each consisting of a visual stimulus and a distinctive pattern of center-key responding, occasioned the same reinforced comparison choice. Acquired equivalence between the visual and response samples then was evaluated by reinforcing new comparison choices to one set of…

The present research examined stimulus generalization and gradient shifts on a dimension involving human faces. Twenty undergraduates were instructed to examine the proportion of the total face length that lay between the tip of the nose and the end of the chin. The face stimuli were images of actual people shown on a computer screen; no face was…

We investigated the role of the structure of stimuli and their functional affordance on novel name generalization. Three- and 5-year-old children and adults were shown a training object with two possible functions, each one associated with a different part. They were taught about the name and the function of the object. We compared the…

This intervention compared the effects of two procedures on the generalization of a tacting repertoire (labeling) in 6 children with autism spectrum disorder. In one procedure the verbal antecedent stimulus "What is she doing?" appeared together with a person performing an action; in the other procedure, the antecedent stimulus was just the…

Eight children in a special preschool for children with language delay learned 57 two, three, and four-word syntactic forms. Forty-two of the forms generalized to Subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. (CL)

Empirically tests the prediction of the situational specificity hypothesis of personnel selection that states that if the situation is held constant, then validity findings will not vary. Results showed that variation in observed validities is due to statistical and measurement artifacts that are unrelated to situations and settings. (LLL)

The study examined the extent to which generalization of correct phoneme production occured in various speaking environments and across word positions without direct training with three preschoolers with articulation disorders. Results indicated that generalization occurred in the two speaking environments without direct training. The extent to…

Within a multiple baseline across behaviors design, four hearing impaired children (six to 13 years old) who initially omitted final consonants in words were taught to produce final /k/ and /v/ in a contrast training procedure. Results showed that Ss generalized both final target sounds to a high degree in spontaneous and non-spontaneous contexts.…

Reviewed the 425 articles from five volumes of the Journal of Counseling Psychology (JCP). Results showed around 70 percent included samples obtained from university populations; 54.4 percent specified limitations and 38.44 percent did not. Gelso's response addresses the suggestion that the JCP is basically concerned with academic environments.…

A specifically programed generalization package (structured academic program, high expectations, parental involvement, reduction of differences in learning environments, and provision of natural reinforcement in regular classroom) was effective in increasing spelling retention across time and settings for 20 poor spellers (grades four to five).…

Multiple baseline analysis of responses of three autistic children (5-12 years old) revealed that unpredictable supervision (in which the therapist was present on a random, intermittent, and unpredictable basis) produced much higher levels of on-task responding during the therapist's absence. Analysis of work completed during the therapist's…

A study of social interaction intervention with two dyads of young severely handicapped and nonhandicapped children supported a programing for generalization approach. (CL)

Strategies to promote generalization among special education students moving to regular classrooms include changing reinforcement, cues, materials, response set, dimensions of the stimulus, settings, and teachers. Each strategy is addressed and a form to plan and monitor generalization offered. (CL)

Examined generalizability of treatment studies by comparing solicited and nonsolicited patient groups treated or studied in clinical settings. Findings suggest it may be possible to generate comparable samples in terms of pretreatment symptomatology, however, data are too limited to permit conclusions regarding generalizability of treatment…