Effects of an Online Stimulus Equivalence Teaching Procedure on Research Design Open-Ended Questions Performance of International Undergraduate Students

Sella, Ana Carolina; Ribeiro, Daniela Mendonça; White, Glen W.

doi:10.1007/s40732-014-0007-1

Cited by 7 publications

(7 citation statements)

References 20 publications

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“…In this respect, our results again mirror past findings (e.g., O'Neill et al, 2015;Reyes-Giordano & Fienup, 2015;Sella et al, 2014) in that equivalence-based responding generalized across response topographies to lesser degrees than was demonstrated for stimulus generalization. In particular, participants' performance on section C in the current study reflect poor performance during a similar assessment by Sella et al (2014) in which participants were given a research design class name and asked to provide a novel illustrative example in writing. Participants in that study notably scored better when given class names and instead asked to provide taught definitions or corresponding diagrams in writing.…”

Section: Discussionsupporting

confidence: 89%

“…EBI has been used successfully to teach equivalence classes in a variety of content areas to learners with sophisticated verbal repertoires (see review by Brodsky & Fienup, 2018). This includes teaching including mathematical functions (Ninness et al., 2005, 2006, 2009), statistical interactions (Fields et al., 2009b), statistical hypothesis testing (Fienup & Critchfield, 2010, 2011), neuroanatomy concepts (Fienup et al., 2010, 2015, 2016; Greville, Dymond, & Newton, 2016; Pytte & Fienup, 2012; Reyes‐Giordano & Fienup, 2015), prenatal development concepts (Varelas & Fields, 2017), disability categories (Alter & Borrero, 2015; Walker, Rehfeldt, & Ninness, 2010), group research designs (Sella, Ribeiro, & White, 2014), single‐subject designs (Albright, Reeve, Reeve, & Kisamore, 2016a; Blair et al., 2019; Lovett, Rehfeldt, Garcia, & Dunning, 2011; Walker & Rehfeldt, 2012), functions of behavior (Albright, Schnell, Reeve, & Sidener, 2016b), and verbal operants (O’Neill, Rehfeldt, Ninness, Munoz, & Mellor, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Gallant

Reeve

et al. 2021

Behavioral Interventions

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The current study compared two equivalence-based instruction (EBI) protocols to each other and to a self-study control group to teach classes of logical fallacies to college students. The two different EBI protocols were stimuluspairing yes-no (SPYN) responding and match-to-sample (MTS). Four three-member logical fallacy classes were taught (i.e., ad hominem, circular argument, faulty analogy, and slippery slope). Class members consisted of the fallacy definition, fallacy name, and multiple examples of vignettes of each fallacy. Three vignette exemplars per class were used to program for generalization across vignettes, and two more were reserved to assess generalization. Written and computerized tests were completed before training, immediately following training, and at a 1-week follow-up session. The results showed that both MTS and SPYN EBI procedures were superior to self-study procedures with respect to computerized test outcomes, but not written test outcomes. In addition, the effects of MTS and SPYN were similar to one another regarding equivalence class formation, computerized tests, and written tests. These results increase the range of procedures that may be used to establish equivalence classes.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Gallant

Reeve

et al. 2021

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…Researchers should make efforts to expand EBI's generality across populations. A first step to accomplishing this goal is to provide a thorough report on participant demographics, including both academic and cultural information (e.g., Sella et al, 2014). Researchers can also expand participant diversity by conducting research with a wide variety of students, perhaps by collaborating with other researchers working at culturally and economically diverse institutions.…”

Section: Statistical Conclusion Validitymentioning

confidence: 99%

Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Brodsky

Fienup

2018

Perspect Behav Sci

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Equivalence-based instruction (EBI) is a pedagogy based on the principles of stimulus equivalence for teaching academically relevant concepts. This self-paced and mastery-based methodology meets many of the instructional design standards suggested by Skinner (1968), adds generative learning by programming for derived stimulus-stimulus relations, and can be particularly useful in the context of a college course in which students must learn numerous concepts. In this article, we provide the first meta-analysis of EBI in higher education. The authors conducted a systematic literature search that identified 31 applied, college-level EBI experiments across 28 articles. Separate meta-analyses were conducted for single-subject and group design studies. Results showed that EBI is more effective than no instruction and an active control and that studies comparing EBI variants show differences between training variants. Future research should increase internal, external, and statistical conclusion validity to promote the mainstream use of EBI in classrooms.

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“…In contrast, seemingly contradictory results were reported by Sella, Ribeiro, and White (2014), who examined the transfer of complex writing responses among members of an equivalence class consisting of names, definitions, examples, and notations of various research designs. During the writing posttests, participants generally produced highly accurate descriptions of various designs.…”

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confidence: 88%

Describing Interactions After Multi-Element Conditional Discrimination Training: Learning to Write Without Writing

Spear

Fields

2015

Psychol Rec

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Interpreting and describing complex information are essential skills for effective functioning in many academic and occupational settings. For example, undergraduate psychology students must often interpret and describe the complex interactive effects of at least two variables on behavior. This experiment described a new procedure that enhanced the emergence of this difficult-to-learn skill: the prior training of selection-based conditional discriminations between graphs of interactions and their printed descriptions. The accuracy and completeness of written descriptions for students who received standard conditional discrimination training procedures were very low and no better than those obtained from students who were in a test-retest control group. Two other specially designed conditional discrimination conditions involved training that established explicit control by many elements in the graphs and their corresponding textual elements in the printed descriptions of the graphs. These groups showed notable improvements in their written descriptions. The behavioral mechanisms responsible for these effects are discussed. Finally, these findings might inform the development of instructional packages to reliably induce this complex communicational repertoire in a variety of content areas.

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Effects of an Online Stimulus Equivalence Teaching Procedure on Research Design Open-Ended Questions Performance of International Undergraduate Students

Cited by 7 publications

References 20 publications

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Describing Interactions After Multi-Element Conditional Discrimination Training: Learning to Write Without Writing

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