PHBA8240 Complex stimulus control - research and application Course description

Master-s level knowledge of behavior analysis

Students can:

• describe the research strategies and main findings of the initial research on Complex stimulus control describe and discuss the evolution of the field of equivalence research, with emphasis on theoretical explanation
• describe the main theoretical explanatory models for stimulus equivalence, and discuss the supporting evidence for each of them
• describe the experimental procedures in equivalence research, and discuss the findings from selected experiments using the different training procedures
• design and execute experiments

The course consists of 1 introductory meeting, and 6 - 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings.

The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 - 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers.

The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions.

• All papers approved,
• attendance in at least 80 % of the seminars, and
• approved paper presentation in final seminar.

Portfolio.

Portfolio requirements: 4 reaction papers

All

None

On completion of the course, the PhD candidate has achieved the following learning outcomes, defined in terms of knowledge, skills, and general competence:

Knowledge

The PhD candidate:

• is at the forefront of knowledge of methodologies related to the development of concepts and theories
• has an in-depth understanding of the relationship between human experience, concepts, and theories in a health science context

Skills

The PhD candidate can:

• develop a conceptual and/or theoretical framework related to his or her own research
• identify relevant clinical phenomena in order to develop concepts and theories
• analyse and interpret research findings related to concept and theory development
• address complex scientific issues and challenge established knowledge and practice in concept and theory development

General competence

The PhD candidate can:

• argue in favour of particular methodologies in concept and theory development on the basis of scientific theory
• participate in discussions on concept and theory development