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dc.contributor Heinicke, Megan en
dc.contributor Roberts, Kim en
dc.contributor.advisor Miguel, Caio en
dc.contributor.author Robinson, Amber Lynn en
dc.date.accessioned 2014-01-14T15:55:33Z en
dc.date.available 2014-01-14T15:55:33Z en
dc.date.issued 2014-01-14 en
dc.date.submitted 2013-12-06 en
dc.identifier.uri http://hdl.handle.net/10211.9/2360 en
dc.description Thesis (M.A., Psychology (Applied Behavior Analysis))--California State University, Sacramento, 2013. en
dc.description.abstract The purpose of the current study was to evaluate the effects of conditional discrimination training on the emergence of music theory and piano skills. In Experiment 1, two undergraduate students learned to identify three musical chord symbols, their respective notations and pictures of the chords. Participants were also taught to play the piano in the presence of a picture of the piano chord. In Experiment 2, six undergraduate students learned to identify the same musical chords; however, the picture of the piano was removed from the training set. 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 the keyboard. Results of both experiments are consistent with past research in stimulus equivalence and suggest that conditional discrimination training is effective in teaching adults to read musical notation and play chords on the keyboard. en
dc.description.sponsorship Psychology (Applied Behavior Analysis) en
dc.language.iso en_US en
dc.subject Music en
dc.subject Autism en
dc.subject Equivalence en
dc.subject Applied behavior analysis en
dc.subject Conditional discrimination training en
dc.subject Music training en
dc.subject Transfer of function en
dc.subject Piano training en
dc.subject Reading music en
dc.subject Matching to sample en
dc.title The effects of conditional discrimination training on the emergence of music skills en
dc.type Thesis en

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