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AN ANALYSIS OF GENERALIZED IMITATION 1

1970; Wiley; Volume: 3; Issue: 1 Linguagem: Inglês

10.1901/jaba.1970.3-39

1938-3703

Robert L. Burgess, Judy M. Burgess, Karen C. Esveldt,

Cognitive and developmental aspects of mathematical skills

An experimenter presented English words to three intermediate‐level children and reinforced accurate imitation of these words. The experimenter also presented novel Spanish words, but the imitation of these words was never experimentally reinforced. One subject quickly ceased performing non‐reinforced imitative responses. The other two subjects were exposed to a series of conditions designed to facilitate discrimination. Upon observing the first subject for one session they immediately ceased imitating Spanish demonstrations. For all three subjects, when reinforcement was delivered for responses other than imitation, all imitative responses eventually ceased. When reinforcement was reintroduced for English imitations there was an immediate resumption of such responses to their previous 100% level. The occurrence of non‐reinforced imitations in this and previous studies was discussed as being a function of one or combination of four variables: (1) similarity acquiring conditioned reinforcing properties, or (2) instructional, (3) coincidental, or (4) conditional stimulus generalization.