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An Analysis of the Relation between ...

Byers, Erika Michelle.

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An Analysis of the Relation between Preschool Children's Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Analysis of the Relation between Preschool Children's Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observation./
Author:	Byers, Erika Michelle.
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
Contained By:	Dissertation Abstracts International77-09B(E).
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107721
ISBN:	9781339711096

An Analysis of the Relation between Preschool Children's Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observation.
Byers, Erika Michelle.

An Analysis of the Relation between Preschool Children's Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observation. - 134 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2016.

In 2 studies, I sought to determine the relation between peer attention and the behavioral developmental cusp for learning by observation. In Experiment I, I selected 21 preschool-aged participants with and without developmental disabilities and screened the participants for a) peer attention; b) observational performance; c) observational learning of new operants; and d) observational learning of reinforcers. The results demonstrated that each of the participants all fit into 1 of 4 groups, based on the presence of peer attention and the 3 types of observational learning. I implemented the peer-yoked contingency gameboard intervention for the 14 participants who did not demonstrate one or more types of observational learning. The results of Experiment I demonstrated that only the participants with peer attention in repertoire acquired all three types of observational learning as a function of the peer-yoked contingency gameboard observational intervention. Serendipitous findings yielded a possible correlation between the different types of observational learning. In Experiment II, I conducted repeated probes to determine if all three types of observational learning would emerge for participants with peer attention. All 6 of the participants in Experiment II acquired all three types of observational learning, as a function of the repeated probes. Observational learning developmental trajectory findings are discussed.

ISBN: 9781339711096Subjects--Topical Terms:

529833
Behavioral sciences.

An Analysis of the Relation between Preschool Children's Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observation.
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020 $a 9781339711096
035 $a (MiAaPQ)AAI10107721
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100 1 $a Byers, Erika Michelle. $3 3194650
245 1 3 $a An Analysis of the Relation between Preschool Children's Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observation.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
500 $a Adviser: Jessica L. Singer-Dudek.
502 $a Thesis (Ph.D.)--Columbia University, 2016.
520 $a In 2 studies, I sought to determine the relation between peer attention and the behavioral developmental cusp for learning by observation. In Experiment I, I selected 21 preschool-aged participants with and without developmental disabilities and screened the participants for a) peer attention; b) observational performance; c) observational learning of new operants; and d) observational learning of reinforcers. The results demonstrated that each of the participants all fit into 1 of 4 groups, based on the presence of peer attention and the 3 types of observational learning. I implemented the peer-yoked contingency gameboard intervention for the 14 participants who did not demonstrate one or more types of observational learning. The results of Experiment I demonstrated that only the participants with peer attention in repertoire acquired all three types of observational learning as a function of the peer-yoked contingency gameboard observational intervention. Serendipitous findings yielded a possible correlation between the different types of observational learning. In Experiment II, I conducted repeated probes to determine if all three types of observational learning would emerge for participants with peer attention. All 6 of the participants in Experiment II acquired all three types of observational learning, as a function of the repeated probes. Observational learning developmental trajectory findings are discussed.
590 $a School code: 0054.
650 4 $a Behavioral sciences. $3 529833
650 4 $a Special education. $3 516693
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690 $a 0529
710 2 $a Columbia University. $b Applied Behavioral Analysis. $3 3172576
773 0 $t Dissertation Abstracts International $g 77-09B(E).
790 $a 0054
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107721