The effects of a training package to teach note taking on the formation of equivalence classes

IF 1.4 3区 心理学 Q4 BEHAVIORAL SCIENCES Journal of the experimental analysis of behavior Pub Date : 2024-02-11 DOI:10.1002/jeab.903
Sarah E. Frampton, Emily Linehan
{"title":"The effects of a training package to teach note taking on the formation of equivalence classes","authors":"Sarah E. Frampton,&nbsp;Emily Linehan","doi":"10.1002/jeab.903","DOIUrl":null,"url":null,"abstract":"<p>Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al. (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching-to-sample baseline relations training (MTS-BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five-member classes. The present study taught the same note taking strategy using an intervention package including video illustration, voice-over instructions, and feedback to eight college students. Participants were taught to construct the GO during MTS-BRT with three three-member classes of familiar stimuli. Then the effects of MTS-BRT alone with three five-member classes of abstract stimuli was evaluated. Participants efficiently completed training with familiar stimuli and passed the posttest on the first attempt. With the abstract stimuli, participants engaged in GO construction during MTS-BRT and the six participants that demonstrated high levels of fidelity to the trained note taking strategy passed the posttest on the first attempt. These results replicate findings from Frampton et al. while using a more efficient intervention package. Benefits of teaching overt mediation responses are discussed as well as future directions for translation to applied contexts.</p>","PeriodicalId":17411,"journal":{"name":"Journal of the experimental analysis of behavior","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jeab.903","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the experimental analysis of behavior","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jeab.903","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
引用次数: 0

Abstract

Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al. (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching-to-sample baseline relations training (MTS-BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five-member classes. The present study taught the same note taking strategy using an intervention package including video illustration, voice-over instructions, and feedback to eight college students. Participants were taught to construct the GO during MTS-BRT with three three-member classes of familiar stimuli. Then the effects of MTS-BRT alone with three five-member classes of abstract stimuli was evaluated. Participants efficiently completed training with familiar stimuli and passed the posttest on the first attempt. With the abstract stimuli, participants engaged in GO construction during MTS-BRT and the six participants that demonstrated high levels of fidelity to the trained note taking strategy passed the posttest on the first attempt. These results replicate findings from Frampton et al. while using a more efficient intervention package. Benefits of teaching overt mediation responses are discussed as well as future directions for translation to applied contexts.

Abstract Image

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
笔记教学培训教材对等价类形成的影响。
有效的笔记可以提高学生的学习效果,并在测试中作为一种可直接观察到的调解形式。Frampton 等人(2023 年)在匹配与样本基线关系训练(MTS-BRT)中使用刺激消退法,以图形组织器(GO)的形式教授记笔记。尽管使用了线性序列训练、抽象刺激和五人班,但在年轻人身上观察到了中等偏上的收益率。本研究使用包括视频插图、画外音指导和反馈在内的干预包,向八名大学生教授了相同的笔记策略。在 MTS-BRT 过程中,教导参与者用三个三元类的熟悉刺激构建 GO。然后评估了单独使用三类五人抽象刺激进行 MTS-BRT 的效果。学员高效地完成了熟悉刺激的训练,并在首次尝试时通过了后测。在使用抽象刺激物时,学员在 MTS-BRT 过程中参与了 GO 构建,其中六名学员表现出了对训练笔记策略的高度忠诚,并在首次尝试时通过了后测。这些结果重复了 Frampton 等人的研究结果,同时使用了更有效的干预包。本文讨论了公开调解反应教学的益处以及未来应用的方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.90
自引率
14.80%
发文量
83
审稿时长
>12 weeks
期刊介绍: Journal of the Experimental Analysis of Behavior is primarily for the original publication of experiments relevant to the behavior of individual organisms.
期刊最新文献
Resurgence in a discrete-trial procedure in rats. Time perception and delay discounting in the FMR1 knockout rat. Experience with reduced-nicotine cigarettes and whether this decreases smoking and substitution for full-nicotine cigarettes. Zoographics in the Journal of the Experimental Analysis of Behavior: Increasing inclusion of female animals. Ecological momentary assessment of delay discounting, reward valuation, and craving in very light cigarette users.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1