An evaluation of matrix training to teach college students piano notes and rhythms.

Twelve college students learned to tact the names of notes and rhythms and play them when presented with compound stimuli (visuals of notes and rhythms on a musical staff). In Experiment 1, we assessed generalization by presenting novel notes, rhythms, and compound stimuli not previously paired together. In the second experiment, we added a metronome that played at 60 beats per minute in all conditions for 3 out of 6 participants to ensure consistent tempo.

The role of verbal behavior in the establishment of comparative relations.

Twelve college students received conditional discrimination training with nonarbitrary and arbitrary stimuli, and derived comparative and transformation of function tests with a think-aloud condition across 2 experiments. Participants who failed these tests received remedial verbal operant training. Four control participants received verbal operant training alone.