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dc.contributor.advisorNicholson, Catherine
dc.contributor.authorDressel, Amelia
dc.date.accessioned2018-07-18T14:42:39Z
dc.date.available2018-07-18T14:42:39Z
dc.date.created2018-05
dc.date.issued2018-05
dc.date.submittedMay 2018
dc.identifier.urihttp://hdl.handle.net/11141/2524
dc.descriptionThesis (M.S.) - Florida Institute of Technology, 2018en_US
dc.description.abstractThe inclusion of instructive feedback (IF) targets in discrete trial training (DTT) has been shown to increase the efficiency of DTT procedures. However, the behavioral mechanism underlying the effectiveness of this procedure has not been determined. Researchers have suggested that students self-echo the feedback, which mediates later responding. The present study sought to understand the role of self-echoics in the acquisition of untaught targets. The three experimental conditions were 1) a typical IF procedure, 2) a vocal mediation-blocking procedure, in which the participants were asked to engage in a competing vocal response immediately after the IF was presented, and 3) a motor-distraction procedure, in which the participants were asked to engage in a motor response immediately after the IF was presented. The inclusion of the vocal mediation-blocking task had little effect on the participants’ ability to learn the IF statements.en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.rightsCC BY 4.0en_US
dc.titleThe Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targetsen_US
dc.typeThesisen_US
dc.date.updated2018-05-04T15:14:50Z
thesis.degree.nameMaster of Science in Applied Behavior Analysisen_US
thesis.degree.levelMastersen_US
thesis.degree.disciplineApplied Behavior Analysisen_US
thesis.degree.departmentBehavior Analysisen_US
thesis.degree.grantorFlorida Institute of Technologyen_US
dc.type.materialtext


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