Claire C St Peter
Biographic Data
| ID | 5747730 |
|---|---|
| NAME | Claire C St Peter |
| GIVEN NAMES | Claire C St |
| FAMILY NAME | Peter |
| SIGNATURE | PETER C C S |
| AFFILIATIONS | West Virginia University |
| ORCID | 0000-0003-0725-3169 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Using must‐have and can‐have features to improve conceptual learning
Concepts can be taught by presenting examples and nonexamples and giving the learner feedback on whether they accurately identify the examples, but it is not clear how to select examples and nonexamples. Specifically, the degree to which examples and nonexamples should differ is unknown. Six experiments were conducted to compare conceptual learning for four stimulus sets (three sets of arbitrary stimuli and one set of biological stimuli) across u…
A Translational Evaluation of Commission Fidelity Errors on Differential Reinforcement of Other Behavior
Time-Out During Alternative Reinforcement Does Not Reduce Resurgence
Using must‐have and can‐have features to improve conceptual learning
Concepts can be taught by presenting examples and nonexamples and giving the learner feedback on whether they accurately identify the examples, but it is not clear how to select examples and nonexamples. Specifically, the degree to which examples and nonexamples should differ is unknown. Six experiments were conducted to compare conceptual learning for four stimulus sets (three sets of arbitrary stimuli and one set of biological stimuli) across u…
Time-Out During Alternative Reinforcement Does Not Reduce Resurgence
A Translational Evaluation of Commission Fidelity Errors on Differential Reinforcement of Other Behavior
Using must‐have and can‐have features to improve conceptual learning
Concepts can be taught by presenting examples and nonexamples and giving the learner feedback on whether they accurately identify the examples, but it is not clear how to select examples and nonexamples. Specifically, the degree to which examples and nonexamples should differ is unknown. Six experiments were conducted to compare conceptual learning for four stimulus sets (three sets of arbitrary stimuli and one set of biological stimuli) across u…
Behavioral and Psychological Studies (3 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Psychology (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Autism Spectrum Disorder Research (2 works) · Developmental psychology (2 works) · Differential reinforcement (2 works) · Reinforcement (2 works)