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Related Concept Videos

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Teaching generatively: Learning about disorders and disabilities.

Margaret M Alter1, John C Borrero1

  • 1UNIVERSITY OF MARYLAND, BALTIMORE COUNTY.

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Summary
This summary is machine-generated.

Stimulus equivalence training improved immediate learning of course material in higher education. However, long-term retention of information on 12 disorders was a challenge, indicating potential maintenance issues.

Keywords:
age-related and psychiatric disordersdevelopmental disabilitiesdisabilitieshealth-related disordershigher educationstimulus equivalence

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Area of Science:

  • Psychology
  • Educational Psychology
  • Behavior Analysis

Background:

  • Stimulus equivalence procedures are effective for teaching in higher education.
  • Previous research demonstrated success in training information on 12 disorders.

Purpose of the Study:

  • To systematically replicate a study on stimulus equivalence for teaching course material.
  • To assess immediate learning and long-term maintenance of information on 12 disorders.

Main Methods:

  • Systematic replication of Walker et al. (2010).
  • Used stimulus equivalence procedures to train 12 disorders.
  • Conducted immediate posttests and booster training for low performers.

Main Results:

  • Immediate improvement in scores from pretest to posttest after training.
  • Observed difficulties with information maintenance in the final examination.

Conclusions:

  • Stimulus equivalence training leads to immediate learning gains.
  • Long-term maintenance of learned material in higher education requires further investigation.