The Effect of Motivating Operations on Equivalence-Based Instruction Outcomes.
This study examined the role of meaningfulness and motivating operations on the outcomes for equivalence-based instructions (EBI). In Experiment 1, we compared the establishment of two equivalence classes; both classes were considered as meaningful (Chemistry and Developmental Psychology contents) b...
| Publicado en: | Psychological Record Vol. 74; no. 4; pp. 471 - 492 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Dec2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=182304418&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 182304418 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Dec2024 vid: 74 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 182304418 10.1007/s40732-024-00616-x ppf: 471 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.4MB tig: atl: The Effect of Motivating Operations on Equivalence-Based Instruction Outcomes. aug: au: Brodsky, Julia Fienup, Daniel M. Lanson, Robert N. Marin, Ramon affil: https://ror.org/00453a208 Department of Psychology, Queens College and the Graduate Center, CUNY, New York, NY, USA https://ror.org/00hj8s172 Department of Health and Behavioral Sciences, Teachers College, Columbia University, Box 223, 525 West 120Th Street, 10027, New York, NY, USA https://ror.org/00qdc6m37 Psychology Department, Universidade Federal de São Carlos, São Carlos, Brazil su: Developmental psychology Psychology students Cognitive psychology Educational relevance Functional groups sug: subj: Developmental psychology Psychology students Cognitive psychology Educational relevance Functional groups keyword: Equivalence-based instruction Meaningfulness Motivating operations Psychology and Cognitive Sciences Psychology Stimulus equivalence Equivalence-based instruction Meaningfulness Motivating operations Psychology and Cognitive Sciences Psychology Stimulus equivalence ab: This study examined the role of meaningfulness and motivating operations on the outcomes for equivalence-based instructions (EBI). In Experiment 1, we compared the establishment of two equivalence classes; both classes were considered as meaningful (Chemistry and Developmental Psychology contents) but only Developmental Psychology was expected to be educationally relevant to General Psychology students. Participants were assigned to two groups, in which only one content was presented. In Experiment 1, participants in the Chemistry group showed better performances compared to the Developmental Psychology group. This result suggests that, under similar conditions, equivalence classes on Chemistry contents were easier to learn. Experiment 2 assessed the effects of motivating operations in establishing equivalence classes. We systematically included instructions on whether participants would learn relations between meaningful stimuli and whether they were educationally beneficial. New participants were assigned to three groups. In the Abstract condition participants were told the stimuli were not meaningful and not educationally beneficial. The two meaningful conditions were the same as Experiment 1, with the Developmental Psychology classes being directly relevant to the course from which participants were recruited. The outcomes indicated that meaningful stimuli facilitated equivalence class formation and direct educational relevance further enhanced outcomes. These findings provide preliminary evidence of the role of motivating operations in enhancing equivalence class formation and relational frame theory's concept of ROE-M. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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