- poulsen_malks2018.pdf (2M)
OsloMet - storbyuniversitetet. Institutt for atferdsvitenskap
Master i læring i komplekse systemer
Article 1 is a literature review which covered the use of instructions in stimulus equivalence research in two time periods. The results showed that instructions differ to a great extent. The most commonly used instruction was categorized as not task specific instructions, followed by general instructions. Article 2 is an empirical study which investigated if different types of instructions affected responding in accordance with stimulus equivalence. The main results showed that the group which got general instructions had a higher yield of equivalence class responding compared to the other two groups which got specific instructions or no instructions at all.
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