Date of Award
Master of Science
Behavior Analysis and Therapy
Rehfeldt, Ruth Anne
The current research investigated whether intraverbals would emerge following auditory tact instruction. Participants were first taught to tact what makes sounds. Following test probes for simple intraverbals as well as intraverbal categorization participants were taught to tact the name of sounds. Following both tact instructions, the effects of an auditory imagining procedure on target intraverbals were examined. Results indicate that following both tact instructions intraverbals increased for 3 of 4 participants. Auditory imagining was sufficient for 2 of 4 participants to reach mastery criterion, and 2 of 4 participants needed some direct instruction. Low covariation between simple intraverbal and categorization was also observed. Functional interdependence between tacts and intraverbals and the possible role of a conditioned hearing response are discussed.
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