Zobrazeno 1 - 10
of 74
pro vyhledávání: '"Lanny Fields"'
Autor:
Lanny Fields, James Belanich
Publikováno v:
The Psychological Record. 73:53-65
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e5562a53d3dbd885768d5dfb4acd2d8
https://doi.org/10.1007/s40732-022-00519-9
https://doi.org/10.1007/s40732-022-00519-9
Publikováno v:
Journal of the Experimental Analysis of Behavior. 115:326-339
Sorting (SRT) and matching-to-sample (MTS) tests have measured the formation of arbitrary stimulus classes. This experiment used SRT and MTS tests to document the expansion of class size. Thirty-two participants learned 12 conditional discriminations
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9fe6792bb0d7b27c06a106b31d6c5559
https://doi.org/10.1002/jeab.665
https://doi.org/10.1002/jeab.665
Publikováno v:
Journal of the Experimental Analysis of Behavior. 115:361-375
The experiment determined whether equivalence class formation required overlap of comparison stimuli and responding. Each trial contained a sample first, a single, nonoverlapping comparison second, and a nonoverlapping response-window (RW) third, dur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::df603fe2698817211f8be6f6a6baeccd
https://doi.org/10.1002/jeab.651
https://doi.org/10.1002/jeab.651
Autor:
Lanny Fields, Debra Paone
Publikováno v:
The Psychological Record. 70:293-305
This experiment explored how training modality influenced the formation of three-node, five-member equivalence classes during the simultaneous protocol by 23 college students. The baseline relations were established in one of three ways: concurrently
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8d9e6b87ac252f76b5d10cf9e8d8c3fd
https://doi.org/10.1007/s40732-020-00384-4
https://doi.org/10.1007/s40732-020-00384-4
Publikováno v:
The Psychological Record. 70:187-203
Stimulus-fading (SF) involves the presentation of increasingly difficult sets of discriminations arrayed along some continuum, where progress from one to the next depends on mastering the current discrimination. Response accuracy is correlated with t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3282858e3c7afe02226f2a1d1a0f7012
https://doi.org/10.1007/s40732-020-00387-1
https://doi.org/10.1007/s40732-020-00387-1
Publikováno v:
The Psychological Record. 69:277-289
In equivalence classes, stimulus relatedness is an inverse function of the nodal number for the same type of derived relation. Also, transitive relations are preferred to equivalence relations when the nodal number is held constant. The current study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::547b00a7a477b982a7636bbbc3a74da1
https://doi.org/10.1007/s40732-019-00329-6
https://doi.org/10.1007/s40732-019-00329-6
Autor:
Lanny Fields, Erik Arntzen
Publikováno v:
Perspectives on behavior science. 41(1)
Stimulus meaningfulness has been defined by its hedonic valence, denotative (definitional) and connotative (evaluative) properties, and its influence on forming categories called equivalence classes. Positive or negative hedonic value of a meaningful
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::802a65b6845dec92f5c5b3ec6027288f
https://pubmed.ncbi.nlm.nih.gov/32004364
https://pubmed.ncbi.nlm.nih.gov/32004364
Publikováno v:
The Psychological Record. 68:123-140
Assigned to 12 groups, 120 college students were taught the baseline relations for three equivalence classes (A → B → C→ D→ E) using the simultaneous protocol with trials conducted in matching-to-sample format. In 11 of the 12 groups, all sti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::80a8bd7f0117daabaa2c730f80bbf9ea
https://doi.org/10.1007/s40732-018-0271-6
https://doi.org/10.1007/s40732-018-0271-6
Autor:
Lanny Fields, Antonios Varelas
Publikováno v:
The Psychological Record. 67:71-80
Equivalence classes were formed of the names (A), time periods (B), and characteristics (C) of three stages of prenatal development of the students in a classroom. The baseline relations for these classes (AB and CB) were established on a group basis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2bb60c4cb5617bd6e265944567bc861f
https://doi.org/10.1007/s40732-016-0208-x
https://doi.org/10.1007/s40732-016-0208-x
Autor:
Jack Spear, Lanny Fields
Publikováno v:
The Psychological Record. 66:9-29
Interpreting and describing complex information are essential skills for effective functioning in many academic and occupational settings. For example, undergraduate psychology students must often interpret and describe the complex interactive effect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5059389ed131939d9f1135e04090ce7
https://doi.org/10.1007/s40732-015-0147-y
https://doi.org/10.1007/s40732-015-0147-y