Emergence of Topographical Responding Following Equivalence-Based Neuroanatomy Instruction

Reyes-Giordano, Kimberly; Fienup, Daniel M.

doi:10.1007/s40732-015-0125-4

Cited by 16 publications

(12 citation statements)

References 15 publications

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“…Following the establishment of stimulus-stimulus relations during equivalence class formation, students accurately wrote single words or short phrases, but not more complex statements. Similar results were reported with the use of information about disabilities (Walker, Rehfeldt, & Ninness, 2010) and neuroanatomical information (Reyes-Giordano & Fienup, 2015) to form equivalence classes. In each of these studies, accuracy of written descriptions was inversely correlated with the complexity of the written statements.…”

supporting

confidence: 81%

“…Less Equivalence Than Meets the eye A number of experiments have established equivalence classes using stimuli such as exemplars of DSM categories, statistical interactions, inferential statistical analyses, and neuroanatomic structures (Fields et al, 2009;Reyes-Giordano & Fienup, 2015;Walker, Rehfeldt, & Ninness, 2010). In each of these studies, the exemplars were complex stimuli, and the training involved the establishment of conditional discriminations using procedures that are analogous to the standard procedures used in the present experiment.…”

Section: Control By Stimulus Elements In Conditional Relationsmentioning

confidence: 99%

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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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supporting

confidence: 81%

Section: Control By Stimulus Elements In Conditional Relationsmentioning

confidence: 99%

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

Spear

Fields

2015

Psychol Rec

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“…Future research should assess a participant's verbal behavior when engaging in analytic activities, not just visually analyzing graphs. In addition, future studies should test for the emergence of untrained topographical responses (Reyes‐Giordano & Fienup, ) including written and vocal tacts of particular aspects of the graph (i.e., identifying level, trend, and variability) and tacts of the level of functional relation itself. This line of research would provide further distinction between the establishment of equivalence classes as a result of conditional discrimination performances without verbal behavior and performances with the use of verbal behavior (Jennings & Miguel, ; Petursdottir, Carp, Peterson, & Lepper, ).…”

Section: Discussionmentioning

confidence: 99%

Using equivalence‐based instruction to teach the visual analysis of graphs

Blair

Tarbox

Albright

et al. 2019

Behavioral Interventions

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Previous research has demonstrated low rater agreement when visually inspecting trends in single‐subject design graphs (see Wolfe, Seaman, & Drasgow, 2016). Didactic instruction of visual analysis of practicing behavior analysts has resulted in generally poor and unreliable performances (Danov & Symons, 2008; Diller, Barry, & Gelino, 2016). Therefore, a refined instructional technology to improve the reliability among behavior analysts is warranted. Developing research has focused on the application of equivalence‐based instruction (Brodsky & Fienup, 2018; Rehfeldt, 2011) for a variety of complex human behaviors. In the current study, equivalence‐based instruction was used to train four participants to identify functional relations displayed in five different classes of graphs. Training resulted in the formation of five equivalence classes by all participants consisting of three members (graph, functional relation rule, and functional relation statement). In addition, the skills were maintained for up to 2 weeks and generalized to novel graphs.

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“…Research on the positive educational outcomes produced by college-level EBI applications has been building in the last few decades. Researchers have applied EBI to a variety of academic topics, such as statistics (Albright, Reeve, Reeve, & Kisamore, 2015;Fields et al, 2009), keyboard playing (Hayes, Thompson, & Hayes, 1989) hypothesis testing Critchfield & Fienup, 2013;, algebra and trigonometric functions (Ninness et al, 2006), disability categorization (Alter & Borrero, 2015;Walker, Rehfeldt, & Ninness, 2010), neuroanatomy (Fienup, Covey, & Critchfield, 2010;Reyes-Giordano & Fienup, 2015), and behavior science topics such as single-subject research design (Lovett, Rehfeldt, Garcia, & Dunning, 2011) and the interpretation of operant functions (Albright, Schnell, Reeve, & Sidener, 2016). Although most EBI applications teach concepts using computerized, programmed instruction in laboratory settings, some have also incorporated lectures (Critchfield, 2014;Fienup et al, 2016;Pytte & Fienup, 2012), paper worksheets (Walker et al, 2010), and distance learning platforms (Critchfield, 2014;Walker & Rehfeldt, 2012).…”

mentioning

confidence: 99%

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

Brodsky

Fienup

2018

Perspect Behav Sci

Self Cite

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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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Emergence of Topographical Responding Following Equivalence-Based Neuroanatomy Instruction

Cited by 16 publications

References 15 publications

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

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

Using equivalence‐based instruction to teach the visual analysis of graphs

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

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