You are being tasked with finding (50) APA 7th edition errors. Keep in mind that the assignment is a “student paper” (student papers have their own formatting). Also, the references are all Journal Articles so make sure you are using Journal Article formatting for your references/citations.
J. Doe
NSU
Karina Braunshausen
10/20/2024
Evaluation of three sources
Source one
Tio & Lakshmanan (2021) implemented a pretest and posttest using a randomized group design to examine the implicit instruction during the implementation of stimulus equivalence training. The study is within three years, peer-reviewed, and targets the complexity and inconsistencies of learning Chinese as a second language in young children and adults (Tio and Lakshmanan, 2021). This article has high social validity, and no potential biases were documented. This study follows procedural integrity checks. A potential variable that affected the pattern of responses in this study could have served as a prompt or a predisposition toward categorizing the stimuli presented, in which some stimuli features were more salient than others (Tio, Y. & Lakshmanan, U., 2021). For example, a 2-dimensional versus a 3-dimensional object differs in size, length, and width which could have affected the participant’s responses and internal validity.
Future studies should focus on other alternatives of implicit tasks that are more based on operational definitions of the processing of this instruction. The limitation was the lack of variables defined operationally, and retention maintenance should be considered past week 1 of the posttest (Tio & Lakshmanan). Yondell and Ulysses’ (2021) study relevance is focused on developing and establishing an intervention that can be used and replicated with other grammatical rules across other second language learners. This study followed ethical guidelines, and written consent was obtained before the study.
Study 2
Verdun, Chiasson, and Fienup (2020) aimed to investigate teaching fraction to percentages equivalence classes while implementing stimulus equivalence protocol. This article is peer-reviewed and is within seven years. This study emphasizes the importance of teaching stimulus-stimulus relations to promote the emergence of novel relations while using stimulus equivalence as a teaching protocol (Verdun et al., 2020). This study successfully demonstrated validity and incorporated an interobserver agreement (IOA) using a trial-by-trial agreement. This study suggested future research to incorporate equivalent-based instruction (EBI) within a system of peer tutoring to achieve and improve skills and to further apply it generative including technologies within a classroom (Verdun, Chiasson, & Fienup, 2020).
A limitation of this study was the procedural modification used for one participant whose scores were higher and consistent than the rest in reading, math, spelling, and writing (Vince, Billy, & Dave, 2020). Another limitation pertains to one participant who acted as an observer but could not move forward during the protocol due to another participant needing retraining. Verdun et al. (2020) suggest to include a more natural environment or setting for the students to develop cups and capabilities. A potential confounding variable is that one participant observed the other one while she was being retrained. This could have affected the accuracy of responses. The purpose of this study was achieved by providing data to existent studies in derived relations and observational learning for future replications. No participants were harmed during this study, and the participant’s parents obtained written consent before the study.
Study 3
Ferman, D. M., Reeve, K. F., Vladescu, J. C., Albright, L. K., Jennings, A. M., & Domanski, C. utilized ten middle school students as participants to teach five 6-member classes using equivalence-based instruction and video lecture (VL). Ferman et al. (2021) aimed to compare both methodologies to teach religion literacy to middle schoolers during the test phase, pretest, posttest, and generalization. The results demonstrated that the participants from MTS protocols performed at the criterion level during EBI (Williams & Johnson, 2020). In contrast, those exposed to VL did not achieve the criterion during the MTS posttest or maintenance. All participant’s parents completed a rating survey regarding the acceptance of the procedures, goals, and outcomes of the study to obtain social validity. Ferman et al. (2019) collected IOA and procedural integrity for 100% of all sessions. A video was used for IOA purposes.
Future research should investigate overt behavior such as speaking and the speaker’s extent to yield better responses during training, testing, and maintenance (Ferman et al., 2019). A limitation of this study is that the equivalence classes directly taught need a comprehensive set of stimuli (Ferman et al., 2019). A possible confounding or third problem variable in this study is that the researcher could not measure how much exposure the participants had regarding religious literacy prior to the study from the school. Future research should incorporate the extent of school instructions or acquisition to better control during the experimental phase.
References:
Ferman, D. M., Reeve, K. F., Vladescu, J. C., Albright, L. K., Jennings, A. M., and Domanski, C.
(2019). Comparing Stimulus Equivalence-based Instruction to a Video Lecture to Increase
Religious Literacy in Middle-school Children. behavior analysis in practice, 13(2), 360–
374.
Verdun, Chiasson, & Fienup. (2020). At the intersection of derived relations and observational learning: Teaching fraction–percentage relations. Journal of Behavioral Education, 29(4), 741-762.
Tio, Yondell, & Lakshmanan, Ulysses. (2021). Implicit learning of Chinese numeral classifiers using the
stimulus equivalence paradigm. INTERNATIONAL JOURNAL OF CHINESE LANGUAGE
TEACHING, 2(2), 72-94.
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