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dc.contributor.authorHanna, Elenice S.
dc.contributor.authorKohlsdorf, Marina
dc.contributor.authorQuinteiro, Regiane S.
dc.contributor.authorde Melo, Raquel Maria
dc.contributor.authorde Souza, Deisy das GraCas
dc.contributor.authorde Rose, Julio C.
dc.contributor.authorMcIlvane, William J.
dc.date2022-08-11T08:10:53.000
dc.date.accessioned2022-08-23T17:23:21Z
dc.date.available2022-08-23T17:23:21Z
dc.date.issued2011-01-05
dc.date.submitted2011-07-08
dc.identifier.citationHanna ES, Kohlsdorf M, Quinteiro RS, de Melo RM, de Souza Dd, de Rose JC, McIlvane WJ. Recombinative reading derived from pseudoword instruction in a miniature linguistic system. J Exp Anal Behav. 2011 Jan;95(1):21-40. doi: 10.1901/jeab.2011.95-21. PubMed PMID: 21541169; PubMed Central PMCID: PMC3014779. <a href="http://dx.doi.org/10.1901/jeab.2011.95-21">Link to article on publisher's site</a>
dc.identifier.issn0022-5002 (Linking)
dc.identifier.doi10.1901/jeab.2011.95-21
dc.identifier.pmid21541169
dc.identifier.urihttp://hdl.handle.net/20.500.14038/48939
dc.description.abstractA miniature linguistic system was used to study acquisition of recombinative symbolic behavior. Three studies evaluated the teaching conditions of conditional discriminations with printed and spoken pseudowords that could potentially generate recombinative reading. Fifty-four college students across all studies learned to match 12 printed pseudowords to 12 spoken pseudowords. Some also matched pictures to the same spoken words. Each two-syllable pseudoword was formed by symbols from an arbitrarily created alphabet composed of four vowels and four consonants. Letters had univocal correspondence with phonemes. Recombinative receptive reading, comprehensive reading, and textual responding to pseudowords were periodically assessed. Experiment 1 (n = 20) showed that recombinative reading increased as the number of trained words composed of the same symbols increased. Experiment 2 (n = 14) showed that overtraining the same two words did not produce recombinative reading for most participants. Experiment 3 (n = 20), in which training with pictures was omitted, showed that elemental control by within-syllable units can develop even when the trained pseudowords are meaningless (not related to pictures). The present results support the utility of the miniature linguistic system methodology for identifying and controlling environmental determinants of rudimentary reading skills.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=21541169&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC3014779/
dc.subjectReading
dc.subjectDiscrimination Learning
dc.subjectExperimental Analysis of Behavior
dc.subjectMental and Social Health
dc.subjectNeuroscience and Neurobiology
dc.subjectPsychiatry and Psychology
dc.titleRecombinative reading derived from pseudoword instruction in a miniature linguistic system
dc.typeJournal Article
dc.source.journaltitleJournal of the experimental analysis of behavior
dc.source.volume95
dc.source.issue1
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/shriver_pp/2
dc.identifier.contextkey2092305
html.description.abstract<p>A miniature linguistic system was used to study acquisition of recombinative symbolic behavior. Three studies evaluated the teaching conditions of conditional discriminations with printed and spoken pseudowords that could potentially generate recombinative reading. Fifty-four college students across all studies learned to match 12 printed pseudowords to 12 spoken pseudowords. Some also matched pictures to the same spoken words. Each two-syllable pseudoword was formed by symbols from an arbitrarily created alphabet composed of four vowels and four consonants. Letters had univocal correspondence with phonemes. Recombinative receptive reading, comprehensive reading, and textual responding to pseudowords were periodically assessed. Experiment 1 (n = 20) showed that recombinative reading increased as the number of trained words composed of the same symbols increased. Experiment 2 (n = 14) showed that overtraining the same two words did not produce recombinative reading for most participants. Experiment 3 (n = 20), in which training with pictures was omitted, showed that elemental control by within-syllable units can develop even when the trained pseudowords are meaningless (not related to pictures). The present results support the utility of the miniature linguistic system methodology for identifying and controlling environmental determinants of rudimentary reading skills.</p>
dc.identifier.submissionpathshriver_pp/2
dc.contributor.departmentIntellectual and Developmental Disabilities Research Center
dc.contributor.departmentShriver Center
dc.source.pages21-40


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