The major purpose of this investigation was to study the structure, attributes , and supplemental aspects of equivalence classifying of words and pictures made by sixth graders, freshmen college students and junior and senior college students . A particular point of interest was whether or not increasing or decreasing the size of the groups results in different types of equivalence classifying. Other minor goals were to determine the effects of direction of grouping, type of stimuli, and class level on unique reasons produced and recall of stimuli. The results of the study support the thesis that there is a cognitive developmental progression which supports the works of Piaget, Bruner, Vinacke and others. Children, compared to college levels, use a less efficient grouping structure, lower level simple association and concrete and perceptual grouping attributes, lower quality responses, and more specific reasons for grouping. College levels, compared to six grade, use more representational grouping attributes, have higher quality responses, and have a more general level of specificity. In addition, decreasing grouping structure results in a high level of cognitive performance in all aspects of grouping. There were no main effect differences between the words and pictures. However, there were significant interaction effects involving directions, stimuli, and class levels. There were more stimuli recalled and unique reasons produced by the college students. More pictures than words were recalled by all groups. One implication of the results is that decreasing the size of groupings apparently results in a higher level of cognitive functioning. One reason ventured for this result is that decreasing group size results in more divergent thinking and allows the individual to contemplate more possibilities for his groupings. Increasing group size is related to convergent thinking in which the subject is hindered by a previous set. Another implication is that there is a cognitive development a l progression which results in an increasingly more sophisticated ability to deal with the complex stimuli of the environment. Also, there is some evidence that different grade levels handle pictures differently than they do words. More study is needed to clarify the role of different forms of stimuli in classifying. From this study it is clear that there are no main effect differences between words and pictures. However, there certainly appear to be some interaction effects, and these need further clarification.

No description available.

Language development involves the learning of multiple sets of equivalence relations. Research has shown that if certain conditional relations are directly taught for one member of a class of stimuli, then additional conditional relations often emerge for other members of that class, without direct training. There are currently very few studies which have demonstrated this research finding in individuals with autism spectrum disorder (ASD). The research design used for the present experiment was a single-subject AB cross-over design replicated across five plus five children with ASD and five plus five typically developing children. The children with ASD and the typically developing children were matched on their level of vocabulary development. Participants were randomly assigned to either a teaching order Treatment A+B or a teaching order Treatment B+A. The first experimental treatment (Treatment A+B) involved teaching responses to S1 and S2 in the order Condition A followed by Condition B. The second experimental treatment (Treatment B+A) involved teaching responses to S1 and S2 in the order Condition B followed by Condition A. Condition A involved the teaching of AB and AC (hear-select) relations, and Condition B involved the teaching of BA and CA (see-say) relations. The participants in this study were taught stimulus-response relations that involved six names and numerical representations of quantities in the range 1 to 18. Tests for the emergence of symmetry and transitivity were then conducted. The relationships between the emergence of the untaught equivalence relations and teaching condition, the entering characteristics of the children, and trials to criterion were examined. The results of this study showed that five out of ten participants with ASD demonstrated the emergence of all of the untaught equivalence relations regardless of the treatment condition. The remaining five participants with ASD showed substantial variability. Of the children in the Typically Developing Group nine of the ten demonstrated emergence of all of the untaught equivalence relations. The variables that were most strongly correlated with the emergence of untaught equivalence relations were speed of acquisition of taught relations, functional academics scores, and the chronological age of the participants. The effect of communication ability, pre-academic numeracy skill level, and the experimental treatment (the teaching order conditions) were not strongly related to the emergence of untaught equivalence relations. These findings suggest that outcomes on tests for emergence may have been a function of children’s rate of development and prior learning history. The findings of the current study are best explained by Relational Frame Theory. The implications of these findings for teaching children with ASD and other developmental disabilities, and also teaching in general are discussed.

Submitted by Gabriele Albano Barrera (gabi-albano@hotmail.com) on 2018-08-01T00:30:33Z No. of bitstreams: 1 Dissertação gabriele.pdf: 492525 bytes, checksum: fcf41de19767c225d3ea74e1fe30bcbc (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: 01)Falta a FICHA CATALOGRÁFICA (Obrigatório pela ABNT NBR14724) 02)Na Folha de rosto e de aprovação deve constar a financiadora. Ex.: Financiadora: CNPQ 03)Solicito que corrija a descrição na natureza da pesquisa(folha de rosto e aprovação): Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Matemática, junto ao Programa de Pós- Graduação em Matemática, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de São José do Rio Preto. 04) No rodapé da capa e folha de rosto colocar cidade e ano embaixo sem o mês. 05) O logo da Unesp não deve consta na folha de rosto, somente na capa. OBS:-Estou encaminhando via e-mail o template/modelo das páginas pré-textuais para que você possa fazer as correções, sugerimos que siga este modelo pois ele contempla as normas da ABNT Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-08-01T12:55:35Z (GMT) / Submitted by Gabriele Albano Barrera (gabi-albano@hotmail.com) on 2018-08-13T21:56:42Z No. of bitstreams: 1 Dissertação Gabriele Albano Barrera.pdf: 599672 bytes, checksum: b1d9eb018ce508d458a5d13168b8b0d0 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-08-14T12:17:05Z (GMT) No. of bitstreams: 1 barrera_ga_me_sjrp.pdf: 599672 bytes, checksum: b1d9eb018ce508d458a5d13168b8b0d0 (MD5) / Made available in DSpace on 2018-08-14T12:17:05Z (GMT). No. of bitstreams: 1 barrera_ga_me_sjrp.pdf: 599672 bytes, checksum: b1d9eb018ce508d458a5d13168b8b0d0 (MD5) Previous issue date: 2018-03-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O objetivo da dissertação e estudar a equivalência de contato, ou K-equivalência, introduzida por John Mather como ferramenta da teoria de Singularidades para classificar seus objetos. Mostraremos como a equivalência de contato esta relacionada com a Geometria e a Topologia. Com a Geometria, através do estudo do contato entre pares de certas subvariedades em Rn. Com a Topologia, através da versão topológica da K-equivalência, a chamada C0-K-equivalência, observando que o grau e um invariante completo no caso de germes de aplicações f : (Rn;0) ! (Rn;0). / The goal of this work is to study the notion of contact equivalence, or K-equivalence, introduced by John Mather in the Singularity theory. We will show how the contact equivalence is related to Geometry and Topology. With the Geometry through the study of the contact between pairs of certain submanifolds in Rn. With the Topology through the topological version of K-equivalence, the called C0-K-equivalence, observing that the degree is a complete invariant in the case of map germs f : (Rn;0) ! (Rn;0).

The current study investigated the effect of observational learning during equivalence based instruction (EBI). Two boys (Tim and Nate) ages 11 and 12 with Autism Spectrum Disorder participated in the study. Participants received small-group EBI training with an embedded observational learning component twice weekly for six weeks. Both participants were given a trained and observation set containing three classes (Class A, Class B and Class C) consisting of four class members. Participants served as both learners and observers during each training session. Each participant was trained on match-to-sample tasks with relations A-B and B-C and tested for class formation across the trained and observation set. Results showed that Tim was able to derive the untrained A-C and C-A relation at 100% correct on both the trained and observation set of stimuli. After the initial training, Nate averaged at 40% and 55% on the trained and observation set of stimuli, indicating that he was unable to derive the untrained relations. Two remedial training sessions were conducted, where Nate was re-exposed to the A-B and B-C training. After the remedial training, Nate averaged at 85% and 67.5%, indicating strong class formation on the trained set of stimuli, and moderate class formation on the observation set. The current study demonstrated the utility of observational learning during EBI. Limitations and implications for clinical practices are discussed.

No description available.

Fluent component performances may be more readily available for recombination into more complex repertoires. This experiment considered the stimulus equivalence preparation as a laboratory analog for the co-adduction said to occur in generative instruction. Seven adults received minimum training on 18 conditional discriminations, components of 9 potential stimulus equivalence classes. Training was interrupted periodically with tests to determine whether fluency of original relations predicted emergence of derived relations. Fluency predicted emergence in 2 of 17 instances of emergent derived relations for 4 subjects. One subject demonstrated fluency without derived relations. Training accuracies as low as 58% preceded emergence for 3 subjects. Fluency appears to be neither necessary nor sufficient for derived relations. Fluency's role may be in retention and complex application tasks rather than acquisition of behavioral relations.

This paper analyses the translation methods used in translating a colloquial, culture-specific text containing allusions and informal language. The analysis focuses on the difficulties arising in the translation of culture-specific phenomena and aspects such as slang and cultural references as well as allusions and language play. The theoretical framework used for structuring the analysis is supported by the theories of Newmark (1988), Nida (1964), Schröter (2005), Reiss (1989), Pym (2010) and Leppihalme (1994), among others. The results indicate that the translation of culturally and connotatively charged words require knowledge and understanding of languages and cultures alike. Further, the results indicate that concept of a word or concept being ‘untranslatable’ may originate from such lack of understanding or knowledge and that further research on the subject is needed.

This thesis studies orbit equivalence in the almost continuous setting. Recently A. del Junco and A. Sahin obtained an almost continuous version of Dye’s theorem. They proved that any two ergodic measure-preserving homeomorphisms of Polish spaces are almost continuously orbit equivalent. One purpose of this thesis is to extend their result to all free actions of countable amenable groups. We also show that the cocycles associated with the constructed orbit equivalence are almost continuous. In the second part of the thesis we obtain an analogue of Dye’s reconstruction theorem for etale equivalence relations in the almost continuous setting. We introduce topological full groups of etale equivalence relations and show that if the topological full groups are isomorphic, then the equivalence relations are almost continuously orbit equivalent.

This thesis studies orbit equivalence in the almost continuous setting. Recently A. del Junco and A. Sahin obtained an almost continuous version of Dye’s theorem. They proved that any two ergodic measure-preserving homeomorphisms of Polish spaces are almost continuously orbit equivalent. One purpose of this thesis is to extend their result to all free actions of countable amenable groups. We also show that the cocycles associated with the constructed orbit equivalence are almost continuous. In the second part of the thesis we obtain an analogue of Dye’s reconstruction theorem for etale equivalence relations in the almost continuous setting. We introduce topological full groups of etale equivalence relations and show that if the topological full groups are isomorphic, then the equivalence relations are almost continuously orbit equivalent.