This study investigated the effect of matching-to-sample and mimetic-relations teaching on the emergence of signed tact and textual repertoire through a multiple-baseline design, across three groups of three words in children with and without hearing impairments and with no reading repertoire. Following mimetic-relations teaching and the establishment of nine three-member stimulus classes containing signs, pictures, and printed words via matching-to-sample procedure, including the mimetic relation as the differential observing response, tact (signing in the presence of a picture) and textual (signing in the presence of a printed word) emergent repertoires were tested. Results showed the emergence of signed tact and textual responses. The mimetic relation brought in under the contextual control of a matching-to-sample task may have allowed participants to simultaneously learn speaker and listener relations to the particular signs used.
The Psychological Record – Springer Journals
Published: May 23, 2017
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