Stimulus overselectivity in a match-to-sample paradigm by severely retarded youth

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Abstract

Experiment 1 investigated the occurrence of overselectivity by severely retarded youth within a match-to-sample paradigm. Temporal delay between offset of the sample item and onset of choice items was systematically manipulated. The multiple cue stimulus used was a picture with dimensions of color, shape, and border. Probe trials were designed to delineate the factors controlling responding. The results suggested that overselective responding occurs within the match-to-sample paradigm and is most evident with increasing delays between removal of the sample and presentation of choices. Subjects typically responded to only one dimension on probes designed to examine responding to individual dimensions of the compound stimulus. On other probes, however, subjects discriminated additional dimensions. This suggested that overselectivity may not be as restrictive as originally defined. Experiment 2 examined the effect of training individual dimension discriminations and training on different temporal delays within one match-to-sample task on the remediation of overselectivity in another match-to-sample task. Generalized remediation on probes which examined responding to individual dimensions clearly increased after subjects (a) were trained to separately discriminate the individual components of a multiple cue stimulus, and (b) had been taught this discrimination in the presence of a temporal delay. Overall, the present studies suggested that overselectivity may not be so restrictive as to preclude the learning of other dimensions but instead may occur within specific circumstances.

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    ‘Stimulus over-selectivity’ refers to behavior being controlled by one aspect of the environment at the expense of other equally salient aspects of the environment (e.g., Broomfield et al., 2008a; Dube and McIlvane, 1999; Koegel and Schreibman, 1977; Lovaas et al., 1979; Lovaas and Schreibman, 1971; Reed et al., 2009; Reed and Gibson, 2005; see Dube, 2009, for a review). This is an extremely common problem that is observed under many circumstances, including for individuals with Autism Spectrum Disorders (ASD; e.g., Dube and McIlvane, 1997, 1999; Koegel and Wilhelm, 1973; Lovaas and Schreibman, 1971; Reed et al., 2009; Schneider and Salzberg, 1982; Stromer et al., 1993; Wilhelm and Lovaas, 1976), general learning disabilities (Dube et al., 1999), the elderly (McHugh and Reed, 2007), as well as situations involving high cognitive demands in a healthy population (e.g., McHugh and Reed, 2007; Reed and Gibson, 2005; Reynolds and Reed, 2011). Over-selectivity is often explored using a simultaneous discrimination task, whereby participants are presented with two, two-element compounds, and are trained (through trial-and-error learning) to select one compound over the alternative compound (i.e., AB+ CD−).

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    ‘Stimulus over-selectivity’ can be defined as behavior controlled by one element of the environment at the expense of other equally salient aspects of the environment (e.g., Broomfield, McHugh, & Reed, 2008a; Dube & McIlvane, 1999; Koegel & Schreibman, 1977; Lovaas & Schreibman, 1971; Lovaas, Koegel, & Schreibman, 1979; see Dube, 2009, for a review). Over-selectivity is a common problem for individuals with a range of developmental and intellectual disorders (e.g., Dube & McIlvane, 1997, 1999; Koegel & Wilhelm, 1973; Lovaas & Schreibman, 1971; Reed, Broomfield, McHugh, McCausland, & Leader, 2009; Schneider & Salzberg, 1982; Stromer, McIlvane, Dube, & Mackay, 1993; Wilhelm & Lovaas, 1976), but is not restricted to these groups of individuals, and can also occur in a variety of situations involving high cognitive demands in non-clinical populations (e.g., McHugh & Reed, 2007; Reed & Gibson, 2005; Reynolds & Reed, 2011). Over-selectivity is often investigated through the use of a simultaneous discrimination task, with participants being trained to select one two-element compound stimulus over an alternative two-element compound by trial-and-error learning.

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    Lovaas and Scheribman (1971) suggest that over-selectivity can interfere with learning in individuals with ASD as a result of an inability to respond to multiple cues. Responses restricted to particular cues can be detrimental to learning, as it may restrict learning the range or number of features of a stimulus, and, therefore, result in an inability to acquire particular behaviors (Schneider & Salzberg, 1982). Stimulus over-selectivity can account for a range of characteristics shown in children with ASD, including deficits in the ability to transfer treatment gains (Rincover & Koegel, 1975), an inability to acquire language (Birnie-Selwyn & Guerin, 1997; Koegel, Schreibman, Britten, & Laitinen, 1979; Lovaas, Berberich, Perloff, & Schaeffer, 1966; Lovaas, Schreibman, Koegel, & Rehm, 1971), deficits in communication skills (Lovaas et al., 1971; Schreibman & Lovaas, 1973), an understanding of speech, impaired respondent conditioning and observational learning, a delay in the development of conditioned reinforcers and deficiencies in emotional behavior (Lovaas, Koegel, & Schreibman, 1979).

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