DEVELOPING STIMULUS CONTROL OF PRESCHOOLER MANDS: AN ANALYSIS OF SCHEDULE-CORRELATED AND CONTINGENCY-SPECIFYING STIMULI
The present study replicates and extends previous research on stimulus control by arranging teacher attention for preschooler's mands into a multiple schedule and conducting a component analysis of the effects of schedule‐correlated stimuli and contingency‐specifying stimuli (rules) on the deve...
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| Veröffentlicht in: | Journal of applied behavior analysis 2004, Vol.37 (4), p.517-521 |
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| container_end_page | 521 |
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| container_issue | 4 |
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| container_title | Journal of applied behavior analysis |
| container_volume | 37 |
| creator | Tiger, Jeffrey H. Hanley, Gregory P. |
| description | The present study replicates and extends previous research on stimulus control by arranging teacher attention for preschooler's mands into a multiple schedule and conducting a component analysis of the effects of schedule‐correlated stimuli and contingency‐specifying stimuli (rules) on the development of discriminated manding. |
| doi_str_mv | 10.1901/jaba.2004.37-517 |
| format | Article |
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Academic achievement and failure ; rules ; Schedules ; Stimuli ; stimulus control ; teacher attention ; Teachers ; Teaching</subject><ispartof>Journal of applied behavior analysis, 2004, Vol.37 (4), p.517-521</ispartof><rights>2004 Society for the Experimental Analysis of Behavior</rights><rights>2005 INIST-CNRS</rights><rights>Copyright Society for the Experimental Analysis of Behavior, Incorporated Winter 2004</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c6232-f9284db560f8ff18134ea9b7ab9c7f4cde1f4e9397fcd05ab9499d06194064053</citedby><cites>FETCH-LOGICAL-c6232-f9284db560f8ff18134ea9b7ab9c7f4cde1f4e9397fcd05ab9499d06194064053</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284529/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284529/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,690,727,780,784,885,1417,27924,27925,45574,45575,53791,53793</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16359019$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15669411$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ696774$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Tiger, Jeffrey H.</creatorcontrib><creatorcontrib>Hanley, Gregory P.</creatorcontrib><title>DEVELOPING STIMULUS CONTROL OF PRESCHOOLER MANDS: AN ANALYSIS OF SCHEDULE-CORRELATED AND CONTINGENCY-SPECIFYING STIMULI</title><title>Journal of applied behavior analysis</title><addtitle>J Appl Behav Anal</addtitle><description>The present study replicates and extends previous research on stimulus control by arranging teacher attention for preschooler's mands into a multiple schedule and conducting a component analysis of the effects of schedule‐correlated stimuli and contingency‐specifying stimuli (rules) on the development of discriminated manding.</description><subject>Attention</subject><subject>Behavior Problems</subject><subject>Biological and medical sciences</subject><subject>Child, Preschool</subject><subject>Conditioning (Psychology)</subject><subject>Discrimination (Psychology)</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>manding</subject><subject>multiple schedules</subject><subject>Preschool Children</subject><subject>preschoolers</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>rules</subject><subject>Schedules</subject><subject>Stimuli</subject><subject>stimulus control</subject><subject>teacher attention</subject><subject>Teachers</subject><subject>Teaching</subject><issn>0021-8855</issn><issn>1938-3703</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>GA5</sourceid><recordid>eNqFkc-L00AcxQdR3Fq9exAJgt5S50dmJuNByCbTbtZsUppW6WmYppM1NW3WpHXd_96pLa16EQIDeZ_3vjweAC8RHCAB0fuVXugBhtAbEO5SxB-BHhLEdwmH5DHoQYiR6_uUXoBnXbeCEGHI6FNwgShjwkOoB-4j-Vkm2ThOR04-jW9mySx3wiydTrLEyYbOeCLz8CrLEjlxboI0yj84QWq_IJnncb4nrCyjWSLdMJtMZBJMZWT16HeITZVpOHfzsQzj4fx8JH4OnpS67syL49sHs6Gchlduko3iMEjcgmGC3VJg31suKIOlX5bIR8QzWiy4XoiCl16xNKj0jCCCl8USUvvbE2IJGRIeZB6kpA8-HnLvdou1WRZms211re7aaq3bB9XoSv2tbKqv6rb5oZA9TLGwAa8OAaatipNPXjPBOPes_O6Y3zbfd6bbqnXVFaau9cY0u04xjgnBPrPgm3_AVbNrN7a7wphCBqndrA_gASraputaU54OIqj2i6v94mq_uCJc2cWt5fWfBc-G48QWeHsEdFfoumz1pqi6M8cItcH7ouzA3Ve1efjvYXUdXAYYCWyN7sFYdVvz82TU7TfbnnCqvqQjJS4j9EkQohD5BVeUyS4</recordid><startdate>2004</startdate><enddate>2004</enddate><creator>Tiger, Jeffrey H.</creator><creator>Hanley, Gregory P.</creator><general>Blackwell Publishing Ltd</general><general>Society for the Experimental Analysis of Behavior</general><general>Department of Applied Behavioral Science</general><scope>BSCLL</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K7.</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>ERI</scope><scope>GA5</scope><scope>5PM</scope></search><sort><creationdate>2004</creationdate><title>DEVELOPING STIMULUS CONTROL OF PRESCHOOLER MANDS: AN ANALYSIS OF SCHEDULE-CORRELATED AND CONTINGENCY-SPECIFYING STIMULI</title><author>Tiger, Jeffrey H. ; Hanley, Gregory P.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c6232-f9284db560f8ff18134ea9b7ab9c7f4cde1f4e9397fcd05ab9499d06194064053</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Attention</topic><topic>Behavior Problems</topic><topic>Biological and medical sciences</topic><topic>Child, Preschool</topic><topic>Conditioning (Psychology)</topic><topic>Discrimination (Psychology)</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>manding</topic><topic>multiple schedules</topic><topic>Preschool Children</topic><topic>preschoolers</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. 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| ispartof | Journal of applied behavior analysis, 2004, Vol.37 (4), p.517-521 |
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| subjects | Attention Behavior Problems Biological and medical sciences Child, Preschool Conditioning (Psychology) Discrimination (Psychology) Educational psychology Fundamental and applied biological sciences. Psychology Humans manding multiple schedules Preschool Children preschoolers Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure rules Schedules Stimuli stimulus control teacher attention Teachers Teaching |
| title | DEVELOPING STIMULUS CONTROL OF PRESCHOOLER MANDS: AN ANALYSIS OF SCHEDULE-CORRELATED AND CONTINGENCY-SPECIFYING STIMULI |
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