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<p>In two experiments, we analyzed the components of the learn unit- differential reinforcement and error correction- to evaluate their effects on skill acquisition separately and jointly. In Experiment 1, participants were six preschoolers who demonstrated incidental unidirectional naming (Inc-UniN), defined as the ability to acquire listener responses, but not corresponding speaker responses through observation alone. Experiment 2 was a systematic replication with six additional preschoolers demonstrating incidental bidirectional naming (Inc-BiN), defined as the ability to acquire listener and speaker responses through observation alone. An adapted alternating treatments design was used to teach listener responses under three conditions: learn unit instruction, error correction-only, and differential reinforcement-only. Following mastery, we assessed the emergence of untaught speaker responses and maintenance over time. Across experiments, participants reliably acquired responses when instruction included error correction, both with the learn unit and in isolation, whereas reinforcement-only conditions were largely ineffective. However, learners demonstrating Inc-BiN showed modest acquisition under reinforcement-only conditions relative to learners with Inc-UniN. These findings suggest that error correction is a critical component of acquisition, while responsiveness to instructional conditions varies with the strength of naming repertoire. Additionally, patterns of derived speaker responding and maintenance support the conceptualization of naming as a continuum. These findings have important implications for instructional design, highlighting the need to align teaching procedures with learners’ verbal developmental repertoires for effective learning.</p>

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The Interaction Between Incidental Naming and Teaching Components of the Learn Unit

  • 期刊论文

  • 发表日期：

    2026年7月15日

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  • Ginger Harms,
  • R. Douglas Greer,
  • Daniel Fienup

摘要

In two experiments, we analyzed the components of the learn unit- differential reinforcement and error correction- to evaluate their effects on skill acquisition separately and jointly. In Experiment 1, participants were six preschoolers who demonstrated incidental unidirectional naming (Inc-UniN), defined as the ability to acquire listener responses, but not corresponding speaker responses through observation alone. Experiment 2 was a systematic replication with six additional preschoolers demonstrating incidental bidirectional naming (Inc-BiN), defined as the ability to acquire listener and speaker responses through observation alone. An adapted alternating treatments design was used to teach listener responses under three conditions: learn unit instruction, error correction-only, and differential reinforcement-only. Following mastery, we assessed the emergence of untaught speaker responses and maintenance over time. Across experiments, participants reliably acquired responses when instruction included error correction, both with the learn unit and in isolation, whereas reinforcement-only conditions were largely ineffective. However, learners demonstrating Inc-BiN showed modest acquisition under reinforcement-only conditions relative to learners with Inc-UniN. These findings suggest that error correction is a critical component of acquisition, while responsiveness to instructional conditions varies with the strength of naming repertoire. Additionally, patterns of derived speaker responding and maintenance support the conceptualization of naming as a continuum. These findings have important implications for instructional design, highlighting the need to align teaching procedures with learners’ verbal developmental repertoires for effective learning.