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dc.contributor.advisorArntzen, Erik
dc.contributor.authorAugland, Hanne
dc.date.accessioned2014-03-20T10:27:21Z
dc.date.issued2014
dc.identifier.urihttps://hdl.handle.net/10642/1915
dc.descriptionMaster i læring i komplekse systemeren_US
dc.description.abstractEver since B. F. Skinner published Verbal Behavior, his radical behavior analytic approach to language development has been considered controversial. Hence, Article 1 accounts for verbal behavior as either an operant or a structural phenomenon, and, in addition, discusses whether each line of approach complements each other. One of N. Chomsky’s objections to the behavioral approach is that it cannot explain how sentences that have not previously been reinforced can occur. Thus, the occurrence of such seemingly non-reinforced events is accounted for. Furthermore, the approaches differ in terms of how concept formation is learned. A behavioral approach suggests that stimuli in a certain class are interchangeable and, moreover, learned through interaction with the environment. The traditional approach attributes concept formation to the child itself. Following, article 2 addresses the role of naming in relation to stimulus equivalence class formation in children. Training was conducted in a matching-to-sample format, utilizing a many-to-one training structure (e.g., AC and BC). Furthermore, two stimulus sets were used, a set with abstract stimuli and a set with familiar nodes (i.e., stimuli that is linked to at least two other stimuli). Children who did not master AC-relations following 500 trials underwent training in either homogeneous or heterogeneous naming. Afterwards, another phase of conditional discrimination training was implemented, before re-testing for stimulus equivalence relations. The results show that homogenous naming of stimuli, in particular, can have a facilitating role in the formation of stimulus equivalence classesen_US
dc.language.isonoben_US
dc.publisherHøgskolen i Oslo og Akershusen_US
dc.relation.ispartofseriesMALKS;2014
dc.subjectVerbal behavioren_US
dc.subjectFunctional approachen_US
dc.subjectStructural approachen_US
dc.subjectComplemtarismen_US
dc.subjectStimulus equivalenceen_US
dc.subjectChildrenen_US
dc.subjectHomogenous namingen_US
dc.subjectHeterogeneous namingen_US
dc.titleOm verbal atferd og stimulusekvivalensen_US
dc.title.alternativeOn structural and functional approach to verbal behavioren_US
dc.title.alternativeOm strukturell og funksjonell tilnærming til verbal atferd. Artikkel 1en_US
dc.title.alternativeRollen av navngivning ved etablering av stimulusekvivalens hos barn. Artikkel 2en_US
dc.typeMaster thesisen_US


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