國立虎尾科技大學 |

Educational Relevance as a Motivating Operation for Equivalence Class Formation : = Implications for Application.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Educational Relevance as a Motivating Operation for Equivalence Class Formation :/
Reminder of title:	Implications for Application.
Author:	Brodsky, Julia.
Description:	1 online resource (80 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Behavioral sciences. -
Online resource:	click for full text (PQDT)
ISBN:	9780355945911

Educational Relevance as a Motivating Operation for Equivalence Class Formation : = Implications for Application.
Brodsky, Julia.

Educational Relevance as a Motivating Operation for Equivalence Class Formation :Implications for Application. - 1 online resource (80 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--City University of New York, 2018.

Includes bibliographical references

Equivalence-Based Instruction (EBI) is a method of teaching sets of physically disparate stimuli that uses stimulus equivalence principles (Critchfield & Fienup, 2008). The basic stimulus equivalence literature informs which procedural variants are used in research and clinical practice, but application of these findings requires determining the effect of educational relevance on equivalence class formation. In the current study, Experiment 1 compared the relative difficulty of the stimulus sets to be used in the educationally relevant conditions of Experiment 2, while Experiment 2 examined the effects of stimulus meaningfulness and educational relevance. The Arbitrary group learned nonsense symbols from Steele and Hayes (1991). The meaningful/ non-educationally relevant group (Chem) learned stimuli adapted from two Chemistry textbooks. The meaningful/ educationally relevant group (DevPsych) learned stimuli adapted from a Psychology textbook. Experiment 2 compared equivalence class formation in Arbitrary, Chem, and DevPsych groups, demonstrating that meaningfulness facilitates equivalence class formation relative to arbitrariness, and that educationally relevant stimuli facilitate equivalence class formation relative to non--educationally relevant stimuli. Experiment 1 demonstrated that the effect of educational relevance found in Experiment 2 was not due to stimulus difficulty alone. Together, findings from the current study show that the effect of educational relevance as a motivating operation may improve learning outcomes in EBI, explaining why procedural variants of EBI shown in the literature to be less effective may still produce high yields (i.e., percentage of participants passing the first administration of the final test of equivalence) when used in applied contexts. This finding calls for a re-investigation of basic stimulus equivalence findings in the applied setting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355945911Subjects--Topical Terms:

1148596
Behavioral sciences.
Index Terms--Genre/Form:

554714
Electronic books.

Educational Relevance as a Motivating Operation for Equivalence Class Formation : = Implications for Application.
LDR:03226ntm a2200349Ki 4500 001 918877
005 20181106104114.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355945911
035 $a (MiAaPQ)AAI10752170
035 $a (MiAaPQ)minarees:14977
035 $a AAI10752170
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Brodsky, Julia. $3 1193319
245 1 0 $a Educational Relevance as a Motivating Operation for Equivalence Class Formation : $b Implications for Application.
264 0 $c 2018
300 $a 1 online resource (80 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Advisers: Robert N. Lanson; Daniel M. Fienup.
502 $a Thesis (Ph.D.)--City University of New York, 2018.
504 $a Includes bibliographical references
520 $a Equivalence-Based Instruction (EBI) is a method of teaching sets of physically disparate stimuli that uses stimulus equivalence principles (Critchfield & Fienup, 2008). The basic stimulus equivalence literature informs which procedural variants are used in research and clinical practice, but application of these findings requires determining the effect of educational relevance on equivalence class formation. In the current study, Experiment 1 compared the relative difficulty of the stimulus sets to be used in the educationally relevant conditions of Experiment 2, while Experiment 2 examined the effects of stimulus meaningfulness and educational relevance. The Arbitrary group learned nonsense symbols from Steele and Hayes (1991). The meaningful/ non-educationally relevant group (Chem) learned stimuli adapted from two Chemistry textbooks. The meaningful/ educationally relevant group (DevPsych) learned stimuli adapted from a Psychology textbook. Experiment 2 compared equivalence class formation in Arbitrary, Chem, and DevPsych groups, demonstrating that meaningfulness facilitates equivalence class formation relative to arbitrariness, and that educationally relevant stimuli facilitate equivalence class formation relative to non--educationally relevant stimuli. Experiment 1 demonstrated that the effect of educational relevance found in Experiment 2 was not due to stimulus difficulty alone. Together, findings from the current study show that the effect of educational relevance as a motivating operation may improve learning outcomes in EBI, explaining why procedural variants of EBI shown in the literature to be less effective may still produce high yields (i.e., percentage of participants passing the first administration of the final test of equivalence) when used in applied contexts. This finding calls for a re-investigation of basic stimulus equivalence findings in the applied setting.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Behavioral sciences. $3 1148596
650 4 $a Adult education. $3 555548
650 4 $a Behavioral psychology. $3 1179418
655 7 $a Electronic books. $2 local $3 554714
690 $a 0602
690 $a 0516
690 $a 0384
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a City University of New York. $b Psychology. $3 1185881
773 0 $t Dissertation Abstracts International $g 79-09B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10752170 $z click for full text (PQDT)