Teaching reading and spelling: exclusion and stimulus equivalence.
about
Behavioral cusps: a developmental and pragmatic concept for behavior analysis.Verbal behavior: What is really researched? An analysis of the papers published in TAVB over 30 yearsA further evaluation of picture prompts during auditory-visual conditional discrimination trainingRecombinative generalization: an exploratory study in musical readingTeaching brain-behavior relations economically with stimulus equivalence technologyA COMPARISON OF EXCLUSION AND TRIAL-AND-ERROR PROCEDURES: PRIMARY AND SECONDARY EFFECTS.Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually controlled equivalence classes.Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairmentsRecombinative generalization of subword units using matching to sample.Equivalence class formation: a method for teaching statistical interactionsReading, equivalence, and recombination of units: a replication with students with different learning histories.Integrating basic and applied research and the utility of Lattal and Perone's Handbook of research methods in human operant behavior.Recombinative generalization of within-syllable units in prereading children.Effects of exemplar training in exclusion responding on auditory-visual discrimination tasks with children with autism.Applications of computer-based instruction: using specialized software to aid letter-name and letter-sound recognition.Effects of delayed constructed-response identity matching on spelling of dictated words.Reduction of stimulus overselectivity with nonverbal differential observing responsesTransfer of specific contextual functions to novel conditional discriminationsUsing the stimulus equivalence paradigm to teach course material in an undergraduate rehabilitation course.Matrix training of preliteracy skills with preschoolers with autism.Recombinative reading derived from pseudoword instruction in a miniature linguistic system.RECOMBINATIVE GENERALIZATION IN MINIMAL VERBAL UNIT-BASED READING INSTRUCTION FOR PRE-READING CHILDREN.Arbitrarily applicable comparative relations: experimental evidence for a relational operant.Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities.Effects of computerized match-to-sample training on emergent fraction-decimal relations in individuals with fragile X syndromeRelational learning in children with deafness and cochlear implants.Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention PackageRudimentary Reading Repertoires via Stimulus Equivalence and Recombination of Minimal Verbal Units.Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil.Toward a technology of derived stimulus relations: an analysis of articles published in the journal of applied behavior analysis, 1992-2009.Whatever gave you that idea? False memories following equivalence training: a behavioral account of the misinformation effect.The analysis of verbal behavior: Where are we?Improving accuracy of portion-size estimations through a stimulus equivalence paradigm.Utilizing PEAK Relational Training System to Teach Visual, Gustatory, and Auditory Relations to Adults with Developmental Disabilities.Variables affecting the emergence of untaught equivalence relations in children with and without autism.Using class-specific compound consequences to teach dictated and printed letter relations to a child with autism.Teaching picture-to-object relations in picture-based requesting by children with autism: a comparison between error prevention and error correction teaching procedures.Contextual control over equivalence and nonequivalence explains apparent arbitrary applicable relational responding in accordance with sameness and opposition.Exclusion performance and learning by exclusion in dogs.The efficiency and efficacy of equivalence-based learning: A randomized controlled trial.
P2860
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P2860
Teaching reading and spelling: exclusion and stimulus equivalence.
description
1996 nî lūn-bûn
@nan
1996年の論文
@ja
1996年学术文章
@wuu
1996年学术文章
@zh-cn
1996年学术文章
@zh-hans
1996年学术文章
@zh-my
1996年学术文章
@zh-sg
1996年學術文章
@yue
1996年學術文章
@zh
1996年學術文章
@zh-hant
name
Teaching reading and spelling: exclusion and stimulus equivalence.
@en
Teaching reading and spelling: exclusion and stimulus equivalence.
@nl
type
label
Teaching reading and spelling: exclusion and stimulus equivalence.
@en
Teaching reading and spelling: exclusion and stimulus equivalence.
@nl
prefLabel
Teaching reading and spelling: exclusion and stimulus equivalence.
@en
Teaching reading and spelling: exclusion and stimulus equivalence.
@nl
P2093
P356
P1476
Teaching reading and spelling: exclusion and stimulus equivalence.
@en
P2093
D G De Souza
P304
P356
10.1901/JABA.1996.29-451
P577
1996-01-01T00:00:00Z