The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy

PDF Version Also Available for Download.

Description

This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, "Try something different" (on blue paper) and "Do the same thing" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus ... continued below

Creation Information

Bank, Nicole L. December 2004.

Context

This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 418 times . More information about this thesis can be viewed below.

Who

People and organizations associated with either the creation of this thesis or its content.

Chairs

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Bank, Nicole L.

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

Contact Us

What

Descriptive information to help identify this thesis. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

This study investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5-year-old child. Responses were observed across four sets of play materials: blocks, DUPLO® blocks, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, "Try something different" (on blue paper) and "Do the same thing" (on yellow paper) for block and DUPLO block forms. Results show differentiated novel responding during the experimental phase. The same differential effect in marker forms occurred in the sign alone phase. When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition. These findings suggest stimulus control of behavioral variation and behavioral consistency. The implications for both science and society are discussed.

Subjects

Language

Identifier

Unique identifying numbers for this thesis in the Digital Library or other systems.

Collections

This thesis is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

What responsibilities do I have when using this thesis?

When

Dates and time periods associated with this thesis.

Creation Date

  • December 2004

Added to The UNT Digital Library

  • Feb. 15, 2008, 3:40 p.m.

Description Last Updated

  • March 1, 2012, 2:29 p.m.

Usage Statistics

When was this thesis last used?

Yesterday: 0
Past 30 days: 2
Total Uses: 418

Interact With This Thesis

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Bank, Nicole L. The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy, thesis, December 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4720/: accessed August 14, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .