Download or read book The Effects of Stimulus Modality on the Development of Equivalence Relations in Children with Mild Disabilities written by Lori Jean Marks and published by . This book was released on 1993 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Equivalence Relations in Children with Developmental Disabilities written by Wendy H. W. Lau and published by . This book was released on 2011 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1994 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Choice of Stimuli as a Reinforcer for Task Responding in Preschoolers with and Without Developmental Disabilities written by Kathleen M. Waldron-Soler and published by . This book was released on 1999 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The effects of choice and no-choice of stimuli as a reinforcer on task responding were investigated across preschoolers with and without disabilities. Five lower preferred stimuli were identified for each participant using a stimulus preference assessment. Participants were then exposed to choice and no-choice conditions using a combined alternating treatments design within a multiple baseline across participants. During choice conditions, participants were permitted to choose one stimulus from three of the five lower preferred stimuli contingent on responding. During no-choice conditions, the trainer presented one of the five stimuli contingent on responding. Differences were found for choice and no-choice conditions when the lower preferred stimuli were used as reinforcers. However, the identified stimuli were more reinforcing for typically functioning children compared to children with mild d velopmental disabilities. The results are discussed in terms of the effects of choice of stimuli as reinforcers within an educational setting for children with and without mild developmental disabilities. Comparisons with previous research and implications are also discussed"--Document.

Download or read book The Effects of Stimulus Equivalence and Response Meaningfulness on Children s Verbal Transfer written by Mary Helen Peterson and published by . This book was released on 1965 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of stimulus stimulus consequence Relations on the Formation of Stimulus Equivalence Classes written by Clyde W. Hodge and published by . This book was released on 1991 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Verbal Mediating Behavior on Derived Stimulus Equivalence Relations written by Elizabeth K. Augspurger and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Modality Dominance in Young Children written by Amanda C. Napolitano and published by . This book was released on 2006 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Previous research established that early in development, processing of arbitrarily paired auditory-visual stimuli often results in modality dominance effects, with young children processing one modality while failing to process the other modality (Sloutsky & Napolitano, 2003; Napolitano & Sloutsky, 2003; Robinson & Sloutsky, 2004). These modality dominance effects are important for understanding the development of auditory and visual processing and attention, and they may have broader implications for understanding some critical aspects of interrelations between language and cognitive development. To address these issues, the current research examines: 1) the factors underlying modality dominance, 2) the role of attention in modality dominance, 3) and the role of modality dominance effects in categorization. In the first set of experiments (Chapter 2), 4-year-olds were presented with auditory/visual compounds, in which (a) the familiarity of auditory stimuli relative to visual stimuli was systematically varied (Experiments 1-2) and (b) auditory stimuli became more language-like (Experiments 3-4). The second set of experiments (Chapter 3) examined the attentional mechanism underlying modality dominance, by (a) mixing trials or blocks of trials that produce visual and auditory dominance (Experiments 5-7), and (b) giving explicit instructions to ignore the dominant modality (Experiments 8-9). The final set of experiments (Chapter 4) explored whether modality dominance alone could explain the effects of labels by presenting 4-year-olds with a forced-choice categorization task that pit shared picture against shared sound, where sounds were nonsense count nouns (Experiment 10), vowel patterns (Experiments 11-12), familiar machine sounds (Experiment 13), or tone patterns (Experiment 14). In sum, findings presented in the three phases of research support the attentional account of modality dominance and suggest that the effects of linguistic labels in categorization may stem in part from modality dominance effects.

Download or read book Differences in the Development of Auditory visual and Visual visual Equivalence Relations in Learning Disabled and Non learning Disabled Children written by Nicola Ingrid Dose and published by . This book was released on 1998 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Stimulus Equivalence written by Sara Tepaeru Minster and published by . This book was released on 2005 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Differences in Language Ability on the Emergence of Stimulus Equivalence Relations written by Jacqui Leigh Williams and published by . This book was released on 1995 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Stimulus Equivalence and Language Development in Children written by Jeanne Marie Devany and published by . This book was released on 1985 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Prior Learning on the Formation of Stimulus Equivalence Classes written by Maeve M. K. Bracken and published by . This book was released on 1996 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Conditional Discrimination Reversal on Stimulus Equivalence in Pre adolescent Children written by Diane Michelle Thompson and published by . This book was released on 1995 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effect of Training Structures on the Establishment of Equivalence Classes in College Students and Individuals with Intellectual Disabilities written by Yors Alexander Garcia Olaya and published by . This book was released on 2011 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluated the effect of training structures on the development of equivalence classes in college students and individuals with intellectual disabilities. Experiment 1 evaluated the effects of two types of training structures, One-To-Many (OTM) (AB, AC, AD), and Many-To-One (MTO) (BA, CA, DA), on the establishment of equivalence classes in college students. The results showed that the MTO training structure was slightly more effective in establishing equivalence classes in college students. In Experiment 2, six young adults with intellectual disabilities were taught mathematical relations using the most effective MTO training structure from Experiment 1. The results show that the MTO training was superior to the OTM in the Experiment 1. Response latencies were faster in the MTO group during the training phases and slower in the testing conditions. Experiment 2 showed that only five participants demonstrated equivalence relations and transferred untaught relations to new setting. Results and implications are discussed in light of the research on equivalence and training structures in both adults and individual with intellectual disabilities.

Download or read book Assimilation of Monetary Equivalence Classes in Children with Autism written by Evelyn Clare Sprinkle and published by . This book was released on 2014 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Equivalence Based Instructional (EBI) methods have been shown effective in producing trained and emergent skills in a variety of learners for both academically and functionally relevant stimuli. Literature on equivalence class mergers shows great potential for facilitating the emergence of multiple stimulus relations; however, the generality of these findings to children with autism is limited. The current study investigated the effects of EBI on the emergence of monetary skills and class mergers in four boys with autism. Results indicated that the procedures were effective in establishing two separate stimulus classes among stimuli and merging those classes into one larger, five-member class. All four participants acquired untaught relations providing further support for EBI as an efficient instructional method that facilitates the emergence of multiple untrained skills in children with autism.