The current research study examined the formation of derived stimulus relations consisting of course content material in an undergraduate rehabilitation class. Specifically, the study examined the degree to which the stimulus equivalence instructional paradigm could be effectively used to teach the relationships between the names, definitions, causes, and common treatments for disabilities using a paper-and-pencil training format. Twenty-two participants were pre and post-tested on definition-to-name, cause-to-name, and treatment-to-name relations by the experimenter in a flashcard-style fashion. Training was conducted using an instructional package consisting of multiple-choice questionnaires in which name-to-definition, name-to-cause, and cause-to-treatment relations were taught and feedback was delivered from the experimenter until mastery. Results suggest that the stimulus equivalence paradigm can be effectively trained in a paper-and-pencil training format with great ease.
| Identifer | oai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:theses-1019 |
| Date | 01 January 2009 |
| Creators | Walker, Brooke |
| Publisher | OpenSIUC |
| Source Sets | Southern Illinois University Carbondale |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses |
Page generated in 0.0204 seconds