What is it about?
The aim of this study was to teach left/right (Experiment 1) and near/far (Experiment 2) discrimination with reference both to self and to another person. The procedures used involved teaching discrimination in expressive language (speaker behavior) and then testing the transfer of learning into receptive language (listener behavior). A total of six intellectually disabled adults took part in the study, four in Experiment 1 and two in Experiment 2.
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Why is it important?
The results showed that the subjects learned the target behavior in expressive language and performed correctly in tests to confirm the transfer of learning to receptive language. Experiments to analyze the function of the stimuli involved in receptive language share a certain amount of common ground with research into conditional discrimination under contextual control. The procedures used in such experiments may additionally enhance the teaching of visuospatial perspective-taking skills.
Perspectives
![](/images/author_holder.jpg?v=2025-01-14_04-05-53)
This research shows a detailed way to teach perspective-taking tasks to people with cognitive limitations.
Francisco J Alós Cívico
Universidad de Cordoba
Read the Original
This page is a summary of: Contextual Control in Visuospatial Perspective-Taking Skills in Adults with Intellectual Disabilities, Behavioral Interventions, October 2015, Wiley,
DOI: 10.1002/bin.1435.
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