An Examination of Stimulus Control in Fluency-Based Strategies: SAFMEDS and Generalization

Autor/inn/en	Meindl, James N.; Ivy, Jonathan W.; Miller, Neal; Neef, Nancy A.; Williamson, Robert L.
Titel	An Examination of Stimulus Control in Fluency-Based Strategies: SAFMEDS and Generalization
Quelle	In: Journal of Behavioral Education, 22 (2013) 3, S.229-252 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-013-9172-6
Schlagwörter	Generalization; Instructional Materials; College Students; Verbal Stimuli; Stimulus Generalization; Training; Learning Processes + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent; Ausbildung; Learning process; Lernprozess
Abstract	Fluency-based strategies such as Say All Fast a Minute Each Day Shuffled (SAFMEDS) effectively promote fluent responding (i.e., high rate and accuracy). It is possible, however, that the stimulus control developed through these activities inhibits stimulus generalization. We investigated this concern in a two-part study with college students. Study 1 assessed generalization of rates of responding from training with SAFMEDS to a novel set of equivalent SAFMEDS flashcards. Results indicate that SAFMEDS promoted fluent responding, but rates of responding decreased during generalization probes. Furthermore, higher rates of responding during training were correlated with a greater decrease in rates of responding during generalization probes. This may indicate that students attend to irrelevant stimulus features of SAFMEDS during training. Study 2 examined the effects of embedding multiple-exemplar training within SAFMEDS. Results indicate that multiple-exemplar training can promote generalization of accurate and high-rate responding when incorporated in a SAFMEDS activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10