Application of the Stimulus Equivalence Paradigm to Cognitively Complex Academic Tasks And Children With Limited English Repertoires
Application of the Stimulus Equivalence Paradigm to Cognitively Complex Academic Tasks And Children With Limited English Repertoires
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In our eReader you can find the full English version of the book. Read Application of the Stimulus Equivalence Paradigm to Cognitively Complex Academic Tasks And Children With Limited English Repertoires Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Application of the Stimulus Equivalence Paradigm to Cognitively Complex Academic Tasks And Children With Limited English Repertoires
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To quickly assess the difficulty of the text, read a short excerpt:
In spite of the fact that they were learning something, all of the students described computer instruction as "play" and all other instruction as work.
109 Implications This study was designed to evaluate the formation of equivalence classes using cognitively complex academic tasks. The results were mixed. In Experiment 1, no definitive conclusion about equivalence classes was drawn.
In Experiment 2, one subject formed an equivalence class consisting of a word, a synonym, and the part of speech... describing them both. The second subject failed to form an equivalence class. Successful demonstrations of stimulus equivalence in other studies add some weight to the positive results reported here (Joyce et al., 1990; Mackay, 1986; Stoddard et al., 1989). However, interpretations and recommendations from this study should be made cautiously.
The matching-to-sample procedure proved to be an effective training format. Using purely visual stimuli, all subjects accurately learned difficult symbolic relationships in three to fifteen days.
What to read after Application of the Stimulus Equivalence Paradigm to Cognitively Complex Academic Tasks And Children With Limited English Repertoires?
You can find similar books in the "Read Also" column, or choose other free books by Ferro, Jolenea B to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
In spite of the fact that they were learning something, all of the students described computer instruction as "play" and all other instruction as work.
109 Implications This study was designed to evaluate the formation of equivalence classes using cognitively complex academic tasks. The results were mixed. In Experiment 1, no definitive conclusion about equivalence classes was drawn.
In Experiment 2, one subject formed an equivalence class consisting of a word, a synonym, and the part of speech... describing them both. The second subject failed to form an equivalence class. Successful demonstrations of stimulus equivalence in other studies add some weight to the positive results reported here (Joyce et al., 1990; Mackay, 1986; Stoddard et al., 1989). However, interpretations and recommendations from this study should be made cautiously.
The matching-to-sample procedure proved to be an effective training format. Using purely visual stimuli, all subjects accurately learned difficult symbolic relationships in three to fifteen days.
What to read after Application of the Stimulus Equivalence Paradigm to Cognitively Complex Academic Tasks And Children With Limited English Repertoires?
You can find similar books in the "Read Also" column, or choose other free books by Ferro, Jolenea B to read onlineMoreLess
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