![]() The stimulus-equivalence paradigm (Sidman, 1994, 2000 Sidman & Tailby, 1982) provides operational support for investigating symbolic relations and analyzing auditory comprehension, conceived as a network of equivalence relations between auditory stimuli and other physical and social events (Almeida-Verdu et al., 2008 da Silva et al., 2006 Mackay & Sidman, 1984 Sidman, 1971, 1994). Such comprehension can be described in operant terms (Mackay & Sidman, 1984 Sidman, 1971, 2000) and is better developed under systematic teaching conditions (Lund, 2016). Auditory or listening comprehension is often a prioritized skill in auditory rehabilitation strategies (Moog & Stein, 2008). The development of these repertoires, however, depends on the degree to which these children have opportunities to interact with sounds and communicate through speech (Houston, Stewart, Moberly, Hollich, & Miyamoto, 2012). These children usually learn to relate sounds to world events (i.e., auditory recognition), understand what they hear (i.e., auditory comprehension), and acquire oral language. Children with prelingual bilateral severe or profound sensorineural hearing loss and who used CIs were the target population in the present study. The present study replicated and extended previous results on sentence learning in children with CIs, suggesting the simple discrimination training with specific consequences as an efficient procedure to generate auditory-visual and symbolic relations in this population.Ĭochlear implants (CIs) electrically stimulate auditory nerve fibers and allow people with severe or profound sensorineural hearing loss access to speech sounds (Svirsky, 2017). All three participants learned the simple discriminations two of them showed derived conditional relations, demonstrating the formation of three ABCD classes. Probes of arbitrary matching to sample assessed derived auditory-visual (AB, AC, and AD) and visual-visual (BC, CB, BD, DB, CD, and DC) conditional relations. Correct responses were followed by specific consequences with two components presented simultaneously: a dictated pseudo-sentence (A) and a representative picture (B). Each trial presented the S + simultaneously with two S - which were the same sentence or picture as the positive stimulus but were displayed in either an upside-down or an inverse orientation. Participants learned two sets of three simple visual discriminations in which the positive stimulus (S +) was a written pseudo-sentence (C1, C2, or C3) or a compound abstract picture (D1, D2, or D3), displayed in the correct orientation. Demonstration of auditory comprehension was based on derived conditional relations and the formation of equivalence relations. The present study evaluated the effects of simple discrimination training with specific consequences on auditory comprehension in children with cochlear implants (CIs).
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