Relational learning in children with deafness and cochlear implants
Nenhuma Miniatura disponível
Data
2008-05-01
Autores
Almeida-Verdu, Ana Claudia [UNESP]
Huziwara, Edson M.
De Souza, Deisy G.
De Rose, Julio C.
Cecilia-Bevilacqua, Maria
Lopes, Jair [UNESP]
Alves, Cristiane O. [UNESP]
McIlvane, William J.
Título da Revista
ISSN da Revista
Título de Volume
Editor
Soc Exp Analysis Behavior Inc
Resumo
This four-experiment series sought to evaluate the potential of children with neurosensory deafness and cochlear implants to exhibit auditory-visual and visual-visual stimulus equivalence relations within a matching-to-sample format. Twelve children who became deaf prior to acquiring language (prelingual) and four who became deaf afterwards (postlingual) were studied. All children learned auditory-visual conditional discriminations and nearly all showed emergent equivalence relations. Naming tests, conducted with a subset of the: children, showed no consistent relationship to the equivalence-test outcomes.. This study makes several contributions: to the literature on stimulus equivalence. First; it demonstrates that both pre- and postlingually deaf children-can: acquire auditory-visual equivalence-relations after cochlear implantation, thus demonstrating symbolic functioning. Second, it directs attention to a population that may be especially interesting for researchers seeking to analyze the relationship. between speaker and listener repertoires. Third, it demonstrates the feasibility of conducting experimental studies of stimulus control processes within the limitations of a hospital, which these children must visit routinely for the maintenance of their cochlear implants.
Descrição
Palavras-chave
cochlear implant, symbolic function, stimulus equivalence, deaf children, mouse clicks
Como citar
Journal of The Experimental Analysis of Behavior. Bloomington: Soc Exp Analysis Behavior Inc, v. 89, n. 3, p. 407-424, 2008.