Document Type



Say-do correspondence training establishes a relation between
what a person says and then does, or does and then reports. The
conditions that establish the generalized form of this behaviorbehavior
relation have not been thoroughly investigated. The current
study analyzes two conditions, or types of histories, giving rise to the
generalization of say-do correspondence. Eleven preschool children,
ages 3 years, 10 months to 5 years, participated. Two baseline
phases showed the lack of say-do correspondence in four behaviors,
two similar and two dissimilar, with the second baseline involving
social consequences contingent upon saying what to do. Next,
differential consequences were applied to the say-do
correspondence relation in Behavior 1. Subsequently, say-do
correspondence was maintained under two conditions with 6 and 5
children participating, respectively. In both conditions consequences
were equally thinned but in Condition 1, saying was kept in a vocal
modality (as during training) and, in Condition 2, saying was changed
from a vocal to a symbolic modality. Generalized say-do
correspondence of untrained behaviors was then tested. Considering
the first trial for each behavior, greater generalization was observed
in the symbolic condition. Observation of the children's behavior in
this condition indicated that the type of symbolic saying response
used in the current study permitted the transfer of the stimulus
properties of saying from the saying to the doing context.