| Title |
Using equivalence‐based instruction to teach piano skills to college students
|
|---|---|
| Published in |
Journal of Applied Behavior Analysis, February 2018
|
| DOI | 10.1002/jaba.438 |
| Pubmed ID | |
| Authors |
Kristin R. Griffith, Amber L. Ramos, Kelli E. Hill, Caio F. Miguel |
| Abstract |
The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard. |
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X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 4 | 57% |
| United States | 1 | 14% |
| Unknown | 2 | 29% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 6 | 86% |
| Scientists | 1 | 14% |
Mendeley demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 33 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Professor | 5 | 15% |
| Student > Bachelor | 4 | 12% |
| Student > Master | 4 | 12% |
| Student > Doctoral Student | 3 | 9% |
| Student > Ph. D. Student | 2 | 6% |
| Other | 2 | 6% |
| Unknown | 13 | 39% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 12 | 36% |
| Arts and Humanities | 3 | 9% |
| Social Sciences | 2 | 6% |
| Linguistics | 1 | 3% |
| Nursing and Health Professions | 1 | 3% |
| Other | 1 | 3% |
| Unknown | 13 | 39% |