The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets
The inclusion of instructive feedback (IF) targets in discrete trial training (DTT) has been shown to increase the efficiency of DTT procedures. However, the behavioral mechanism underlying the effectiveness of this procedure has not been determined. Researchers have suggested that students self-echo the feedback, which mediates later responding. The present study sought to understand the role of self-echoics in the acquisition of untaught targets. The three experimental conditions were 1) a typical IF procedure, 2) a vocal mediation-blocking procedure, in which the participants were asked to engage in a competing vocal response immediately after the IF was presented, and 3) a motor-distraction procedure, in which the participants were asked to engage in a motor response immediately after the IF was presented. The inclusion of the vocal mediation-blocking task had little effect on the participants’ ability to learn the IF statements.