{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T13:08:10Z","timestamp":1787749690840,"version":"build-2784847793"},"reference-count":23,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":7850,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[1991,9]]},"abstract":"<jats:p>When a learner is taught a new response, the stimuli that influence its display are often unknown. The presence or absence of these stimuli alters the probability of occurrence of the response. By identifying the stimuli influencing the probability of newly acquired responses, interventionists may program for their generalization more effectively and efficiently. This investigation describes the application of an operant methodology to assess functional relationships between responses and specific stimulus variables. Four young adults with moderate mental retardation were taught to include \u201cplease\u201d as part of requests they made in school. Four environmental stimuli, present during training, were assessed for the controlling properties they acquired. Each of the four was assessed prior to and after training by presenting it in isolation (i.e., the other three were varied). If the presence of a single stimulus associated with training did not occasion \u201cplease,\u201d then pairs of stimuli were probed. The results revealed that single\u2010stimulus probing occasioned responding by only 1 learner; paired\u2010stimulus probing set the occasion for including \u201cplease\u201d by 2 others. Control of the 4th learner's responding was lost before training was introduced, because he began including \u201cplease\u201d in his requests during baseline. The implications of these results are discussed in terms of analyzing stimulus control and promoting stimulus generalization.<\/jats:p>","DOI":"10.1901\/jaba.1991.24-579","type":"journal-article","created":{"date-parts":[[2006,3,1]],"date-time":"2006-03-01T22:36:27Z","timestamp":1141252587000},"page":"579-589","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":24,"title":["ASSESSING STIMULUS CONTROL IN NATURAL SETTINGS: AN ANALYSIS OF STIMULI THAT ACQUIRE CONTROL DURING TRAINING"],"prefix":"10.1002","volume":"24","author":[{"given":"James W.","family":"Halle","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bonnie","family":"Holt","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","first-page":"192","volume-title":"Adherence, compliance, and generalization in behavioral medicine","author":"Baer D. 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