In recent years, concern has developed regarding the degree to which training with a limited set of objects will result in generalized responding to novel objects of the same category. The purpose of this study was to expand our understanding of the benefits of training with multiple exemplars. Specifically, training with five as opposed to three good examples was investigated. The difference in the averaged correct response to novel objects between conditions was not significant (p = .08); however the arithmetic difference between the two conditions indicated higher levels of generalization following training with five examples for five of the six subjects. The results are discussed in reference to implications for teaching and for further research regarding the benefit of using multiple exemplars when teaching natural object categories.
|Original language||English (US)|
|Number of pages||13|
|Journal||Analysis and Intervention In Developmental Disablities|
|State||Published - 1986|
Bibliographical noteFunding Information:
~S concern within the field of education of severely handicapped students aas shifted from acquisition of skills in isolated settings to application of ;kills in real-life settings, increased attention has been paid to the phenome-aon of generalization. A hallmark of this concern was an article by Stokes and Baer (1977), who reviewed an extensive body of literature to determine ;trategies used by researchers to monitor or facilitate generalization by aandicapped persons. According to Stokes and Baer, one of the most valu- l'his research was supported by a grant to the author from the National Institute of Child -Iealth and Human Development (HD16346) while she was at Vanderbilt University.