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dc.contributor.advisorArntzen, Erik
dc.contributor.authorPoulsen, Annika
dc.date.accessioned2018-08-30T09:06:14Z
dc.date.available2018-08-30T09:06:14Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/10642/6110
dc.descriptionMaster i læring i komplekse systemeren
dc.description.abstractArticle 1 is a literature review which covered the use of instructions in stimulus equivalence research in two time periods. The results showed that instructions differ to a great extent. The most commonly used instruction was categorized as not task specific instructions, followed by general instructions. Article 2 is an empirical study which investigated if different types of instructions affected responding in accordance with stimulus equivalence. The main results showed that the group which got general instructions had a higher yield of equivalence class responding compared to the other two groups which got specific instructions or no instructions at all.en
dc.language.isoenen
dc.publisherOsloMet - storbyuniversitetet. Institutt for atferdsvitenskapen
dc.relation.ispartofseriesMALKS;2018
dc.subjectStimulus equivalenceen
dc.subjectInstructionsen
dc.subjectMatching-to-sampleen
dc.subjectConditional discriminationsen
dc.titleStimulus equivalence and instructionsen
dc.typeMaster thesisen
dc.description.versionpublishedVersionen


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