Denna uppsats belyser empati ur ett troligen helt nytt perspektiv genom att likna empatiprocessen vid den suggestibla som ”den andres” förmedlande av stimu¬lus, vilket av målpersonen mottages, processas och därefter ofta resulterar i en, hos målpersonen, genuint upplevd känsla eller uppfattning. I uppsatsen förslås vidare att empati och suggestibilitet skiljer sig ifrån övrig form av var¬seblivning genom det radikala internaliserandet av stimulus som de ofta ska¬par hos målpersonen. Studiens syfte var att, baserat på detta förslag, utreda om det finns ett samband mellan empati och suggesti¬bilitet. En studie utförd med 42 per¬soner påvisade en tendens till samband mellan suggestibilitet och empati samt att kvinnor var signifikant mer suggestibla än män. Framtida forskning bör fortsatt testa om suggestibilitet kan förklara empati.

No description available.

Thesis (M.S.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--University of Nevada, Reno, 2006. / "May, 2006." Includes bibliographical references (leaves 50-55). Online version available on the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1980. / Title from title page screen, viewed March 10, 2005. Dissertation Committee: Max R. Rennels (chair), Barry Moore, Richard A. Salome, Leon Manelis, Macon Williams. Includes bibliographical references (leaves 23-24) and abstract. Also available in print.

Autism is a neurological disorder which impairs the individual's social interactions and communication. Such impairments lead to deficits in learning which accumulate over time. Finding effective and efficient technologies to teach children with autism helps to minimize deficits and teach children new skills to be independent learners. There is previous research on technologies such as discrete trail training (DTT), antecedent based interventions, and consequence based interventions which have to be shown to be effective, however, more research is needed to find more cost effective and efficient procedures.. The PEAK Stimulus Equivalence Training Module seeks to teach children with Autism in a concise easy to follow manual. Past research has shown stimulus equivalence to not only effectively teach children with autism novel skills, but also has shown the emergence of untrained relations. The present study uses the PEAK module with three boys with autism, between the ages of 6 and 8, to teach novel stimuli including, planets, holidays, and sports teams and to test for the emergence of untrained relations. Results showed that the all participants demonstrated derived relations. Implications for future research are discussed.

Children with Autism Spectrum Disorder (ASD) language repertoire development varies greatly amongst each individual especially in one’s ability to understand emotions. One way to increase language development and further understand emotions is through stimulus equivalence. Theis present study examined the effefficacy of a stimulus equivalence training procedure in bringing the recognition of others’ emotions under multiple contextual control, and also evaluated co-occurring changes in the flexibility of participant responses to common questions requiring emotional recognition that is multiply controlled. The procedures were taken from the Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E) to aid in replication both clinically and in research. The results suggest that each of the three participants, all with an autism diagnosis, were able to identify the facial expressions of others when provided with a person and a context (i.e., What face does Person A feel at Location B?). In addition, two of the three participants were able to correctly identify an individual when provided with a context and an emotion (i.e., Who feels Emotion A at Location C?). Results from the flexibility probes throughout the study however indicate that the participants did not demonstrate an increase vin flexible responding following equivalence training. ectiveness of stimulus equivalence under multiple control to promote the emergence of an untrained relation via the PEAK – E Curriculum: Feelings in Context. Three participants diagnosed with autism, between the ages 12 and 17, were directly trained nine relations that established under a specific context a person will make a certain facial expression. Results indicate that all three participants demonstrated mastery in the training condition; however, when tested for equivalence only two of three participants were able to do so.

Two adults with intellectual disabilities were taught practical money skills within a stimulus equivalence training procedure taken from the PEAK equivalence relational training system. The participants were taught to accurately count and select combinations of money of five different values, in the presence of an object worth a specific value and combinations of coins worth the same value. The results of this study found that the PEAK program 12L: Monetary Exchange was successful in training two adults with intellectual disabilities and other co-occurring disorders how to accurately count five values as well as derive relations between two values and an object. The first participant mastered two complete levels of stimuli whereas the second participant mastered on complete level of stimuli before training was terminated due to behavioral variables.

No description available.

Psychologists interested in the study of language find that people are faster at making decisions about words that are related than they are at making decisions about words that are not related – an effect called semantic priming. This phenomenon has largely only been document in laboratory settings using natural languages as contest and real words as stimuli. The current study explores the relation between the semantic priming effect and a laboratory procedure designed to give rise to performances that can be described as linguistic. Six adult participants learned to partition a collection of eight stimuli into two sets of four stimuli. Following this, the subjects showed the semantic priming effect within a set of stimuli but not across sets. These data suggest that it may be possible to study linguistic phenomenon in laboratory-based procedures allowing better control and the ability to ask very precise questions about linguistic functioning.