Honors Theses
A Longitudinal Study of Derived Relational Responding in an Infant with a Significant Language Delay
Date of Award
1-1-2010
Document Type
Undergraduate Thesis
First Advisor
Kelly Wilson
Relational Format
Dissertation/Thesis
Abstract
Henry, a child (23 months old at the beginning of the study) with an expressive language delay was trained to derive relations over a three month period. He was taught to match visual, vocal, and signed stimuli for several objects. The researchers were searching for a pattern in the development of matching relations, relations of mutual entailment, and relations of combinatorial entailment over the duration of the study. For each relation the researchers examined the number of trials needed for independent correct responding. The results showed the child’s performance on derived relational responding improved over time. Henry began to independently derive relations with fewer trials, and often on the first trial. The results also illustrate that mutual entailment does not always come before combinatorial entailment. These findings suggest that training may improve a child’s performance on derived relational responding tasks, and also increase language use.
Recommended Citation
Peterson, Charlves William IV, "A Longitudinal Study of Derived Relational Responding in an Infant with a Significant Language Delay" (2010). Honors Theses. 2788.
https://egrove.olemiss.edu/hon_thesis/2788
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