Summary: Aquisition of Matching to Sample Via Mediated Transfer (Sidman, Cresson Jr., & Willson-Morris) (1)

Sidman, M., Cresson, O., Jr., & Willson-Morris, M. (1974). Acquisition of matching to sample via mediated transfer. Journal of the Experimental Analysis of Behavior, 21(2), 205-212.

A mediated transfer paradigm is a way to teach new skills or connections indirectly by creating a series of related links first.
In the study, researchers taught subjects to connect printed words with matching pictures using sounds and two kinds of visuals.
The subjects learned to match C with A indirectly, even though they weren't directly taught this, by connecting B to A and C to B.
This kind of learning is called "mediated" because it involves creating intermediary connections between stimuli.

The study focused on two boys with severe intellectual disabilities due to Down syndrome.
The researchers implemented a matching-to-sample process using three types of stimuli: a sound and two visuals.
The boys were expressly taught to connect B with A and C with B, but not C with A.
After learning these connections, the boys could match C with A without being directly taught this.
The researchers changed the number of sets shown during teaching sessions that lasted between 20-65 minutes and took place one to five times weekly.

The key result of the study was that the two boys with severe intellectual disabilities due to Down syndrome could learn a matching task using indirect learning, called mediated transfer.
Notably, they managed to connect C with A, even though they weren't directly taught this association.
Around two months after the experiment, one boy, J.C., achieved mental ages of 3-4 in the Peabody Picture Vocabulary Test, 4-11 in the Stanford-Binet L-M Intelligence Test, and 6-9 in the Leiter Performance Scale.
The second boy, P.A., didn't undergo formal testing, but people who knew him during the eight-year project assessed him as significantly less advanced than J.C. in all functional areas.
These results indicate that people with severe intellectual disabilities can learn new skills through indirect connections established via mediated transfer paradigms.

The study implies that mediated transfer paradigms, which establish indirect connections between related concepts, can effectively teach new skills to individuals with severe intellectual disabilities. This approach may allow learners to acquire new skills or knowledge without the need for direct instruction on every association, making learning more efficient.
It also underscores the significance of tailored instruction for learners with intellectual disabilities. The two participants in this study had differing functional levels and unique responses to the teaching methods, indicating the need for personalized instructional approaches.
The findings highlight the potential of using technology-based interventions for individuals with intellectual disabilities. The study's methods could potentially be adjusted for computer-based or mobile learning applications.
These tech-based methods could offer more chances for learners with intellectual disabilities to gain new skills and knowledge independently, adding to the ways they can learn effectively.
Overall, the study suggests the potential of mediated transfer paradigms, personalized learning, and technology-based interventions in effectively teaching individuals with severe intellectual disabilities.