A STIMULUS-CONTROL ANALYSIS OF THE PICTURE-WORD PROBLEM IN CHILDREN WHO ARE MENTALLY-RETARDED - THE BLOCKING EFFECT

Conditioning to one member of a compound stimulus can be blocked by the presence of a second member to which the response was previously conditioned. This account of selective stimulus control can be used to explain the finding that pictures inhibit learning of written words if the relevant pictures and their verbal equivalents have been paired previously. We tested the blocking explanation of the picture‐word problem with 8 mentally retarded students. Following baseline, each student was presented daily with four conditions in an alternating treatments design. In Condition A (blocking), a picture was presented alone and then was followed by the presentation of a picture and written word compound stimulus; in Condition B (blocking/control), a word was presented alone; in Condition C (blocking minimized), a word was enhanced in size and presented alone followed by the word and a picture; and, in Condition D (blocking minimized/control), the enhanced word was presented alone. Each stimulus was presented for 15 s. All students had the lowest percentage of words read correctly in the blocking condition, and all improved when blocking was minimized. Six of 8 students reached their highest percentage of words read correctly in the two control conditions when the words were presented as a single stimulus without pictures. These results indicate that pictures inhibit some students' learning of new words; this may be due to the blocking of conditioning to written words by prior conditioning to pictures. 1990 Society for the Experimental Analysis of Behavior