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Teaching coin equivalences via matching to sample.

E C McDonagh, W J McIlvane, L T Stoddard

    Applied Research in Mental Retardation
    |January 1, 1984
    PubMed
    Summary
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    This study demonstrates how matching-to-sample training can teach coin equivalences to individuals with moderate intellectual disabilities. This method efficiently builds functional money skills by establishing stimulus classes.

    Area of Science:

    • Behavioral psychology
    • Cognitive development

    Background:

    • Equivalence-based learning is a key concept in understanding complex skill acquisition.
    • Teaching monetary equivalences is crucial for functional independence.

    Observation:

    • A participant learned to equate coin values (5, 10, 15 cents) through matching-to-sample.
    • The participant generalized this skill to match novel coin combinations and state their values.

    Findings:

    • Successful establishment of stimulus classes for coin equivalences.
    • Demonstrated generalization of learned monetary skills without additional training.
    • Emergence of new matching and naming behaviors after linking new stimuli to existing classes.

    Implications:

    Related Experiment Videos

  • Highlights the efficacy of stimulus class formation for teaching complex repertoires.
  • Suggests practical strategies for teaching functional money skills to individuals with developmental limitations.
  • Provides a foundation for further research into applied behavior analysis for financial literacy.