In contrast to the quantitative approach, conceptual and functional equivalences are addressed at this final stage of the qualitative research process.
This paper has presented some preliminary observations on cross-cultural qualitative research method more specifically on equivalences that have traditionally been used to assess comparability in quantitative cross-cultural research.
The phenomenon of stimulus equivalence was distinguished from the unidirectional conditional discriminations that could serve as prerequisites for emergent relations, and was further defined and formalized by Sidman & Tailby (1982).
Sidman and Tailby (1982) defined equivalence in terms of the mathematical conceptualization of equivalence, which is a relation possessing the properties of reflexivity, symmetry and transitivity.
There is some evidence suggesting that the negative relations involved in the standard MTS procedure are not important for the emergence of equivalence relations.
Alternatively, other researchers suggest that negative relations might be important for the emergence of equivalence relations, especially with the MTS format.
While clicker technology has been used to engage students in the content of a course, provide instructors with real time feedback regarding student comprehension, and inform immediate changes in information presented by the instructor to remediate gaps in student understanding (Goldstein & Wallis, 2015), we are not aware of any applications designed to explicitly induce equivalence classes that consist of academically relevant course content.
With few exceptions, the emergence of equivalence classes has been tracked with test trials administered in a matching-to-sample format and has involved the presentation of many such trials; thus, testing is a time consuming task.
3, p and q are quasifibrations, and in this diagram, we have (functorially) factored these maps through their mapping path spaces as homotopy equivalences followed by fibrations.
The top and bottom maps are induced by isotopy equivalences, so are themselves homotopy equivalences since [F.
This paper, which is based on Nida's equivalence translation theory, discusses the process involved in translation as a mathematical problem.
From Nida's observation, there is evidence that there is rarely total equivalence in word meaning, so the question is: what makes a word have a closer meaning?
For example in the above example of Bianrysystem where we have 10 terms for Binarysytem and all have equivalences
to one another.
Specifically, the sample can be two stimuli of the same equivalence
class or two stimuli of distinct classes.
key pressing) was added to an equivalence
class (Barnes & Keenan, 1993; Fields, Landon-Jimenez, Buffington, & Adams, 1995; Kohlenberg, Hayes, & Hayes, 1991).