Stromer, R., Mackay, H. A., McVay, A. A., & Fowler, T. (1998).
Written lists as mediating stimuli in the matching-to-sample performances of individuals with mental retardation.
Journal of Applied Behavior Analysis,
31, 1-19.
Students with mental retardation learned to write lists in order
to perform a matching task that they could not do otherwise.
After an initial assessment phase, reinforcement was arranged in
the computerized tasks to follow selection of the six pictures
that were identical to those in the six-picture samples
presented. In Study 1, even though the participants wrote a list
of the names of the six sample pictures on each trial, read a
list, or did both, they often made errors when a brief delay
preceded picture selection. In contrast, performance was nearly
perfect when a list was written, read, and remained available at
the time of picture selection, suggesting that the list served to
mediate the delays. Study 2 examined the stimulus control by two-
and six-picture samples over the list writing. Early during
testing, 1 participant refrained from writing lists on
two-picture trials but wrote lists on six-picture trials, thereby
maximizing reinforcement and minimizing its delay; the other
participant showed this pattern of list writing after
supplemental training. The studies suggest methods for
establishing a rudimentary repertoire of mediating behavior that
has relevance for teaching instruction-following skills in
natural settings.
DESCRIPTORS: spelling, writing lists, matching to sample,
stimulus control, mediation