東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Educational Relevance as a Motivatin...

Brodsky, Julia.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational Relevance as a Motivating Operation for Equivalence Class Formation: Implications for Application./
Author:	Brodsky, Julia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	80 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10752170
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. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 80 p.

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

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

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.

ISBN: 9780355945911Subjects--Topical Terms:

529833
Behavioral sciences.

Educational Relevance as a Motivating Operation for Equivalence Class Formation: Implications for Application.
LDR:02941nmm a2200313 4500 001 2164360
005 20181106104114.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355945911
035 $a (MiAaPQ)AAI10752170
035 $a (MiAaPQ)minarees:14977
035 $a AAI10752170
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brodsky, Julia. $3 3352408
245 1 0 $a Educational Relevance as a Motivating Operation for Equivalence Class Formation: Implications for Application.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 80 p.
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.
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.
590 $a School code: 0046.
650 4 $a Behavioral sciences. $3 529833
650 4 $a Adult education. $3 543202
650 4 $a Behavioral psychology. $3 2122788
690 $a 0602
690 $a 0516
690 $a 0384
710 2 $a City University of New York. $b Psychology. $3 1025517
773 0 $t Dissertation Abstracts International $g 79-09B(E).
790 $a 0046
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10752170