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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Educational Relevance as a Motivating Operation for Equivalence Class Formation :/
其他題名:	Implications for Application.
作者:	Brodsky, Julia.
面頁冊數:	1 online resource (80 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
標題:	Behavioral sciences. -
電子資源:	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.
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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.
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