Order of Stimulus Presentation Influences Children's Acquisition in Receptive Identification Tasks

Receptive identification is usually taught in matching-to-sample format, which entails the presentation of an auditory sample stimulus and several visual comparison stimuli in each trial. Conflicting recommendations exist regarding the order of stimulus presentation in matching-to-sample trials. The purpose of this study was to compare acquisition in receptive identification tasks under 2 conditions: when the sample was presented before the comparisons (sample first) and when the comparisons were presented before the sample (comparison first). Participants included 4 typically developing kindergarten-age boys. Stimuli, which included birds and flags, were presented on a computer screen. Acquisition in the 2 conditions was compared in an adapted alternating-treatments design combined with a multiple baseline design across stimulus sets. All participants took fewer trials to meet the mastery criterion in the sample-first condition than in the comparison-first condition.