scholarly journals The effects of extinction and “central tendency” on stimulus generalization in pigeons

1964 ◽  
Vol 1 (1-12) ◽  
pp. 119-120 ◽  
Author(s):  
David R. Thomas ◽  
Elaine G. Barker
Keyword(s):  
Stimulus Generalization ◽  
Central Tendency

Adaptation level and the central tendency effect in stimulus generalization.

1974 ◽  
Vol 103 (3) ◽  
pp. 466-474 ◽  
Author(s):  
David R. Thomas ◽  
Harry Strub ◽  
James F. Dickson
Keyword(s):  
Stimulus Generalization ◽  
Adaptation Level ◽  
Central Tendency

scholarly journals The central tendency effect in stimulus generalization: Effects of establishing a “preexperimental” frame of reference

1978 ◽  
Vol 24 (2) ◽  
pp. 161-167 ◽  
Author(s):  
Robert J. Newlin ◽  
James P. Rodgers ◽  
James F. Dickson ◽  
Harry Strub ◽  
David R. Thomas
Keyword(s):  
Frame Of Reference ◽  
Stimulus Generalization ◽  
Central Tendency

Attention and cue-producing responses in response-mediated stimulus generalization.

1970 ◽  
Vol 83 (2, Pt.1) ◽  
pp. 191-200 ◽  
Author(s):  
Thomas E. Malloy ◽  
Henry C. Ellis
Keyword(s):  
Stimulus Generalization

The Central Tendency of Judgment.

1911 ◽  
Vol 8 (6) ◽  
pp. 220-220
Author(s):  
F. M. Urban
Keyword(s):  
Central Tendency

Agri-Business Curriculum: The Entrepreneurial Direction of Graduates

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Regie D. Patagoc
Keyword(s):  
Social Sciences ◽  
Significant Influence ◽  
Central Tendency ◽  
Personal Beliefs ◽  
Monthly Income ◽  
Private Company ◽  
Business Graduates ◽  
Administrative Procedures ◽  
Economic Profile ◽  
Self Administered Questionnaire

This study aimed to determine the entrepreneurial engagement of Agri-Business graduates from Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST), during the SY 2008-2013. The data was collected using a self-administered questionnaire, analyzed and subjected to the measures of central tendency (mean and percentage) and the Statistical Package for Social Sciences (SPSS 19.0).Results showed that graduates were within 26 to 30 years old age, female, single, most were regular workers in a private company with 1 - 3 years working experience and were practicing entrepreneurs earning a monthly income of 10,000. High rating was extended to the level of competence on attitudinal, behavioral and educational factors. It was found out that, the respondents either felt, thought and view entrepreneurship as a thing that they had dreamed to undertake after graduation because they believed that it is only doing entrepreneurial undertakings that they can fulfill the objectives of the course and their personal beliefs that success can be attained through it.Further, only few graduates had started their entrepreneurial engagement, while the majority, were still thinking about their entrepreneurial endeavor because of the difficulty in starting own business due to the complex administrative procedures involved. The demographic and socio-economic profile had no significant influence to the level of engagement while the level of competencies significantly influenced the level of entrepreneurial engagement.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

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