| Teaching brain-behavior relations economically with stimulus equivalence technology. | |
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MedLine Citation:
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PMID: 20808493 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence-based instruction was used to teach college students facts regarding brain anatomy and function. The instruction involved creating two classes of stimuli that students understood as being related. Because the two classes shared a common member, they spontaneously merged, thereby increasing the yield of emergent relations. Overall, students mastered more than twice as many facts as were explicitly taught, thus demonstrating the potential of equivalence-based instruction to reduce the amount of student investment that is required to master advanced academic topics. |
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Authors:
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Daniel M Fienup; Daniel P Covey; Thomas S Critchfield |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Journal of applied behavior analysis Volume: 43 ISSN: 1938-3703 ISO Abbreviation: J Appl Behav Anal Publication Date: 2010 Mar |
Date Detail:
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Created Date: 2010-09-02 Completed Date: 2011-01-10 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0174763 Medline TA: J Appl Behav Anal Country: United States |
Other Details:
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Languages: eng Pagination: 19-33 Citation Subset: IM |
Affiliation:
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Illinois State University, USA. daniel.fienup@qc.cuny.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Computer-Assisted Instruction
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methods* Humans Neuroanatomy / education* Teaching / methods* Universities* |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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