With PQDT Open, you can read the full text of open access dissertations and theses free of charge.
About PQDT Open
Search
The present study investigated the effects of various fluency aims on the emergence of derived relational responding for various populations. Derived relational responding is a skill needed to develop complex language. Determining fluency aims to ensure derived relations can impact how we teach language and other complex skills. A parametric analysis of various fluency aims was completed using a multiple treatments design with ongoing probes of derived relational responding. Participants’ performance during accuracy and fluency tasks was assessed using a computer program designed for this study and presented on a tablet computer. The computer program recorded correct responses per minute and number of correct responses out of a total number of responses. A fluency aim could be experimentally verified if participants met criterion during tests of derived relational responding at an initial aim, that aim could be replicated with a novel symbol set, the participant met criterion during a test probe after performing at a higher frequency and failed to meet criterion during a test probe after performing at a lower frequency. Across all populations recruited for this study, a fluency aim that was empirically verified was not found. Participants performance did not match the performance described above and in some cases, performance was opposite, meaning participants passed a test probe after performing at a lower aim and failed the test probe after performing at a higher aim.
Advisor: | Stockwell, August |
Commitee: | Eshleman, John, Whittington-Barnish, Ashley |
School: | The Chicago School of Professional Psychology |
Department: | Applied Behavioral Analysis |
School Location: | United States -- Illinois |
Source: | DAI-B 80/08(E), Dissertation Abstracts International |
Source Type: | DISSERTATION |
Subjects: | Behavioral psychology, Psychology |
Keywords: | Derived relational responding, Fluency, Frequency aim, Precision teaching, Relational frame theory |
Publication Number: | 13427088 |
ISBN: | 978-1-392-01098-3 |