Date of Defense

11-30-2012

Date of Graduation

12-2012

Department

Psychology

First Advisor

Jessica Frieder

Second Advisor

Shawn Quigley

Abstract

SAFMEDS is a precision teaching technique that promotes fluent responding (Bower & Orgel, 1981; Eshleman, 1985; Korinek & Wolking, 1984). Limited research has been conducted regarding SAFMEDS and stimulus control, but available research suggests irrelevant stimuli affect students responding during a SAFMEDS timing (Meindl, Ivy, Miller, & Neef, 2011). Meindl et al. (2011) questioned whether fluency of SAFMEDS cards couId be affected by altering stimulus features on the card (i.e., location of the words on the card). Results indicated that on testing days, accuracy and fluency of responding decreased when identical terms were presented with the only difference being the location of the term on the card. The proposed experiment will replicate and expand on the work done by Meindl et al. Specifically, the word formatting will be altered to determine if it affects student's accuracy and fluency when using the SAFMEDS procedure as a study technique. It is expected that a change in performance will be seen when researchers alter the formatting of the cards and generalization across repeated exposures will be present.

Comments

Powerpoint accompanying.

Access Setting

Honors Thesis-Restricted

Restricted to Campus until

8-2015

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