Evaluating Concept Formation in Multiple Exemplar Training with Musical Chords

Cedro, Átila Moreira; Borges, Júlia Borges e; Diniz, Marina Luiza Nunes; Rodrigues, Raone Mateus; Rico, Viviane Verdu; Leme, Antonio Carlos; Huziwara, Edson Massayuki

doi:10.1007/s40732-019-00346-5

Cited by 6 publications

(4 citation statements)

References 55 publications

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“…These results suggest that a formal history of musical education improves the ability to judge musical excerpts in emotional terms, and this discriminative skill could modulate the transfer of function process. In the present study, art students were precluded from participating in the experimental training procedure, as mentioned before; however, future experiments could control this variable more rigorously by using pretests of discriminative musical skills (e.g., Cedro et al, 2019) or by asking questions about the participants' formal history of musical education.…”

Section: Discussionmentioning

confidence: 99%

“…Only the noncued trials were considered to evaluate the accuracy criterion, which was set in 75% correct responses for each conditional relation (i.e., A1B1 and A2B2). Importantly, the learning criteria used in the training and test phases in the present experiment were based on previous studies using musical chords (e.g., Cedro et al, 2019Cedro et al, , 2023. In those studies, a high amount of retraining was observed when more demanding learning criteria were used.…”

Section: Baseline Training Proceduresmentioning

confidence: 99%

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Transfer of functions based on equivalence class formation using musical stimuli

Martins,

Rodrigues,

Araújo

et al. 2023

J Exper Analysis Behavior

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Empirical evidence has supported that musical excerpts written in major and minor modes are responsible for evoking happiness and sadness, respectively. In this study, we evaluated whether the emotional content evoked by musical stimuli would transfer to abstract figures when they became members of the same equivalence class. Participants assigned to the experimental group were submitted to a training procedure to form equivalence classes comprising musical excerpts (A) and meaningless abstract figures (B, C, and D). Afterward, transfer of function was evaluated using a semantic differential. Participants in the control group showed positive semantic differential scores for major mode musical excerpts, negative scores for minor mode musical excerpts, and neutral scores for the B, C, and D stimuli. Participants in the experimental groups showed positive semantic differential scores for visual stimuli equivalent to the major modes and negative semantic differential scores for visual stimuli equivalent to the minor modes. These results indicate transfer of function of emotional content present in musical stimuli through equivalence class formation. These findings could provide a more comprehensive understanding of the effects of using emotional stimuli in equivalence class formation experiments and in transfer of function itself.

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Section: Discussionmentioning

confidence: 99%

Section: Baseline Training Proceduresmentioning

confidence: 99%

Transfer of functions based on equivalence class formation using musical stimuli

Martins,

Rodrigues,

Araújo

et al. 2023

J Exper Analysis Behavior

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“…Estudos futuros poderiam investigar quais as condições necessárias e suficientes para emergência de relações condicionais C-A e C-B a partir de testes AC-B. O baixo número de sessões de treino demonstra a eficácia e rapidez do procedimento IMTS com estímulos compostos para estabelecer relações condicionais emergentes se comparado aos estudos de Costa (2016), Cedro et al (2019), Hanna et al (2016 e Griffith et al (2018).…”

Section: Discussionunclassified

Emparelhamento por identidade com estímulos compostos e o aprendizado de sequências de notas musicais

Miklós,

Ricciarelli,

E Silva

et al. 2023

REBAC

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O presente estudo teve como objetivo investigar a efetividade do procedimento Matching-to-sample de Identidade (IMTS) ou emparelhamento com o modelo por identidade com estímulos compostos para o ensino de relações condicionais envolvendo diferentes notas musicais apresentadas em sequência. Os estímulos utilizados foram as notas DÓ, FÁ, SI em três diferentes configurações: (A) nota escrita, (B) representação da nota na pauta musical e (C) som da nota tocada no piano. Quatro universitários foram submetidos a pré-testes (A-B, C-A e C-B) e treino de IMTS com os estímulos compostos AB-AB e pós-testes de emergência de relações condicionais (A-B, AC-B, C-A). Por fim, foram realizados outros dois testes. Um deles teve por objetivo avaliar a emergência de relações condicionais entre sequências dos três estímulos auditivos Cs (por exemplo, C1C2C3) e a sequência dos três estímulos visuais Bs correspondentes (por exemplo, B1B2B3). O outro teste verificou se os participantes conseguiriam nomear a sequência de notas tocadas no piano sem apresentação do estímulo visual. A maioria dos participantes apresentou a emergência das relações condicionais envolvendo as sequências de notas musicais. Esses resultados indicam que o procedimento analisado pode ser eficaz para estabelecer relações condicionais emergentes envolvendo notas musicais apresentadas em sequências.Palavras-chave: equivalência, IMTS, estímulos compostos, notas musicais.

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“…As is theoretically the case in the learning and mastery of any useful concept propagated through professional development efforts, generative repertoires of valid case conceptualization, formative assessment and iterative design, and ethical service delivery are all purportedly most likely to be established through general case programming and multiple exemplar training (cf. Cedro et al, 2019;Ducharme & Feldman, 1992). Because students were only required to complete one semester at the BAC, direct experiences may not have exposed them to enough exemplars to establish important concepts and skill sets.…”

Section: Mission 2: Practitioner Trainingmentioning

confidence: 99%

Exploring the validity of university‐based practicum tailored to develop expertise in addressing challenging behavior

Lambert

Paranczak

Copeland

et al. 2022

J of App Behav Analysis

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In theory, the principles, processes, and concepts of applied behavior analysis are universally applicable. In practice, clinicians commit their lives to serving specific populations in specific settings for which specialization is needed. The purpose of this 6-year retrospective consecutive case series was to describe and evaluate the quality and validity of a practicum experience tailored to develop specialized expertise in the assessment and treatment of challenging behavior for pre-service practitioners enrolled in a department of a special education program.

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Evaluating Concept Formation in Multiple Exemplar Training with Musical Chords

Cited by 6 publications

References 55 publications

Transfer of functions based on equivalence class formation using musical stimuli

Transfer of functions based on equivalence class formation using musical stimuli

Emparelhamento por identidade com estímulos compostos e o aprendizado de sequências de notas musicais

Exploring the validity of university‐based practicum tailored to develop expertise in addressing challenging behavior

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