Effects of (stimulus-stimulus)-consequence Relations on the Formation of Stimulus Equivalence Classes PDF Download

Author: Clyde W. Hodge
Publisher:
ISBN:
Category : Behaviorism (Psychology)
Languages : en
Pages : 128

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Author: Kennon A. Lattal
Publisher: Springer Science & Business Media
ISBN: 1489919473
Category : Psychology
Languages : en
Pages : 665

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Book Description
A host of special methodological issues arise in any discussion of research on human behavior. This practical new volume addresses many of those questions with 19 superb contributions from leading experts in the field. The text evaluates specific strategies and techniques used in laboratory settings, including - reinforcement and punishment - stimulus control - behavioral pharmacology - and methodologies concerning verbal and social behavior, among others. The book includes 135 illustrations and a notable Appendix that offers the APA's ethical guidelines for research with human subjects.

Author: Maeve M. K. Bracken
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Murray Sidman
Publisher:
ISBN: 9780962331169
Category : Psychology
Languages : en
Pages : 606

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Author: Russell W. Maguire
Publisher: Taylor & Francis
ISBN: 1000728307
Category : Education
Languages : en
Pages : 125

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Book Description
Stimulus Equivalence for Students with Developmental Disabilities provides a step-by-step program for converting lesson plans into equivalence-based instruction. Using language and tools accessible to both students and practitioners, chapters present the concept of equivalence-based instruction and include clear and concise procedural descriptions, as well as data sheets and PowerPoint slides, with replaceable stimuli, so that special educators and clinicians will be able to immediately implement this procedure to teach any academic skill. Written in engaging prose with an emphasis on practical application, this book is an essential resource for special educators and graduate students studying to become BCBAs and special educators.

Author: Ruth Anne Rehfeldt
Publisher: New Harbinger Publications
ISBN: 1608826392
Category : Psychology
Languages : en
Pages : 402

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Book Description
Copublished with Context Press Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills. The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.

Author: T.R. Zentall
Publisher: Elsevier
ISBN: 0080541798
Category : Psychology
Languages : en
Pages : 323

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Book Description
Stimulus class formation has been studied independently by two groups of researchers. One group has come out of a learning theory approach, while the second has developed out of a behavior analytic tradition. The purpose of the present volume is to further establish the ties between these two research areas while allowing for differences in approach to the questions asked. The book is loosely organized around four themes. The first two sections deal with what constitutes functional and equivalence classes in animals and humans. In the third section, the authors attempt to identify stimulus control variables that contribute to the formation of equivalences classes. The last section deals with the complex issue of the role of verbal behavior in equivalence classes. The goal of the book is to provide the reader with a better understanding of the current state of research and theory in stimulus class formation. It is also hoped that it will stimulate research into how and under what conditions, stimulus classes can form.

Author: Derek E. Blackman
Publisher: Psychology Press
ISBN: 1134831536
Category : Psychology
Languages : en
Pages : 375

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Book Description
This edited book addresses four themes of contemporary importance in the experimental and applied analysis of behaviour: chronobiology (relationships between time and behaviour), the emergence of rational thinking, language, and behavioural medicine. The current empirical and theoretical status of each theme is considered in individual chapters, the authors of which are distinguished research scientists drawn from a wide range of scholarship and with a distinctive European dimension. This cultural and theoretical diversity emerges from the fact that each chapter is developed from a paper originally presented by invitation at the Second European Meeting on the Experimental Analysis of Behaviour, which was held in Liège, Belgium in 1988. Within the four themes, individual topics address issues such as circadian rhythms in behaviour, temporal regulation in children and in animals, the emergence of equivalence relations in children and animals, the development of thinking in mentally retarded children, reasoning and associative learning in animals, rule?governed behaviour, theoretical issues relating language to the theory of mind, the relationship between behavioural and visceral functions, the relevance of behavioural approaches to the prevention of AIDS, and the development of self?detection skills for breast cancer. The book makes an important contribution to the literature of contemporary behaviour analysis by reviewing issues of current interest and importance from a broad theoretical base.

Author: Burrhus Frederic Skinner
Publisher: New York : Appleton-Century-Crofts
ISBN:
Category : Language and languages
Languages : en
Pages : 478

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Author: Wendy H. W. Lau
Publisher:
ISBN:
Category : Developmentally disabled children
Languages : en
Pages : 208

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Book Description
Previous studies investigating the effects of training structure on equivalence class formation have indicated differential probabilities of stimulus equivalence outcome as a function of training structure. In particular, it was found that linear series (LS) training structure is the least effectual compared to many-to-one (MTO) structure and one-to-many (OTM) structure. Less consistent results have been found with the effects of OTM and MTO training on equivalence class formation. Some studies found that the MTO structure is more effective in establishing equivalence classes, while others found that the OTM structure is more effective than, or at least as effective as, the MTO structure. The present study examined differential equivalence outcomes as a function of training structure in six participants with developmental disabilities. Participants first received pretraining on an identity matching task which was designed to teach participants the selection response. Two participants did not acquire this task. The remaining participants proceeded to the equivalence phases; this consisted of an equivalence pretesting phase, an equivalence teaching phase, and an equivalence posttesting phase. However, during the teaching phase the four participants had difficulties acquiring the baseline conditional relations required for equivalence class formation. As a result, procedures of teaching the baseline relations were changed (e.g. prompting procedures and modality of stimuli). After these changes were made, two participants completed the equivalence phases with the first training structure. The remaining two participants did not acquire the baseline relations during the teaching phase with the first training structure. Of the two participants who completed the equivalence phases with the first training structure, one (trained with OTM) demonstrated equivalence class formation, while the other (trained with LS) failed to demonstrate equivalence class formation. These results are discussed with respect to previous research and a discrimination analysis of stimulus equivalence. The effects of the modifications made on the acquisition of the baseline relations are also examined.