Audience Control over Children's Honest Reports.

We evaluated audience control over children's honest reports using a reversal (ABA or ABAB) design. Four typically developing children performed a computer game in which they had to shoot a target and then report on their performance during and at the end of each session. Baseline assessed the accuracy of their reports in the absence of an experimenter.

Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay.

This study consisted of a systematic replication of previous research examining the effects of tact and listener instruction on the emergence of native-to-foreign (NF) and foreign-to-native (FN) intraverbals in children who had experienced difficulties learning to read and write. We assigned different sets of stimuli to tact and listener conditions, and taught 4 children to tact or respond as listeners in a foreign language using a progressive prompt delay with differential reinforcement. All participants mastered tacts and listener responses in the foreign language.

The influence of training procedure and stimulus valence on the long-term maintenance of equivalence relations.

In the current research, we aimed at extending Silveira et al. (2016) results by verifying whether the long-term maintenance of the equivalence classes is influenced by stimulus valence and MTS training procedures. The delayed and simultaneous MTS were used to train two groups of participants in series of conditional relation trials involving pictures of humans' faces expressing familiar emotions (A) and abstract forms (B, C, and D).

Learning a foreign language: Effects of tact and listener instruction on the emergence of bidirectional intraverbals.

We evaluated the effects of tact and listener instruction on the emergence of bidirectional intraverbal relations with 6 typically developing Brazilian children, using an adapted alternating treatment design with pretest and posttest probes. In listener instruction, participants selected pictures that corresponded to spoken foreign-language words. For tact instruction, children had to vocalize foreign words in the presence of the corresponding pictures.