运用刺激等价性范式教授本科康复课程的材料。
Using the stimulus equivalence paradigm to teach course material in an undergraduate rehabilitation course.
机构信息
Southern Illinois University, University, Carbondale, Illinois 62901, USA.
出版信息
J Appl Behav Anal. 2010 Winter;43(4):615-33. doi: 10.1901/jaba.2010.43-615.
Abstract
In 2 experiments, we examined whether the stimulus equivalence instructional paradigm could be used to teach relations among names, definitions, causes, and common treatments for disabilities using a selection-based intraverbal training format. Participants were pre- and posttested on vocal intraverbal relations and were trained using multiple-choice worksheets in which selection-based intraverbal relations were taught and feedback was delivered until mastery. Most participants in Experiment 1 showed the emergence of vocal intraverbal relations, but responding did not generalize to final written intraverbal tests. Participants in Experiment 2 showed the emergence of not only vocal intraverbal relations but also written intraverbal relations on final tests. Results suggest that the stimulus equivalence paradigm can be effectively implemented using a selection-based intraverbal training format, the protocol may be an effective means of emphasizing important concepts in a college course, and emergent skills may generalize to novel response topographies.
摘要
在两项实验中，我们考察了刺激等价性教学范式是否可以用于使用基于选择的内言语训练形式教授名称、定义、原因和残疾的常见治疗方法之间的关系。参与者在内言语关系方面进行了前测和后测，并使用多项选择工作表进行训练，在这些工作表中，教授了基于选择的内言语关系，并提供反馈，直到掌握为止。实验 1 中的大多数参与者表现出了内言语关系的出现，但反应并没有推广到最终的书面内言语测试。实验 2 中的参与者不仅表现出了内言语关系的出现，而且在最终测试中也表现出了书面内言语关系的出现。结果表明，刺激等价性范式可以通过基于选择的内言语训练形式有效地实施，该方案可能是强调大学课程中重要概念的有效手段，并且新出现的技能可能推广到新的反应形态。
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