Equivalence Class Formation: A Method for Teaching Statistical Interactions

Fields, Lanny; Travis, Robert; Roy, Deborah; Yadlovker, Eytan; Aguiar-Rocha, Liliane de; Sturmey, Peter

doi:10.1901/jaba.2009.42-575

Cited by 70 publications

(78 citation statements)

References 44 publications

(48 reference statements)

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“…The C‐D (primary cause to common treatment or service) relations were then trained using the worksheets, and immediately following their mastery, the D‐A vocal intraverbal posttest was administered. Training was thus conceptualized as a variation of the simple‐to‐complex protocol (Fields et al, 2009). The session corresponding to each unit's protocol was conducted prior to coverage of the particular unit in the course.…”

Section: Methodsmentioning

confidence: 99%

Using the Stimulus Equivalence Paradigm to Teach Course Material in an Undergraduate Rehabilitation Course

Walker¹,

Rehfeldt²,

Ninness

2010

J of App Behav Analysis

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In 2 experiments, we examined whether the stimulus equivalence instructional paradigm could be used to teach relations among names, definitions, causes, and common treatments for disabilities using a selection-based intraverbal training format. Participants were pre- and posttested on vocal intraverbal relations and were trained using multiple-choice worksheets in which selection-based intraverbal relations were taught and feedback was delivered until mastery. Most participants in Experiment 1 showed the emergence of vocal intraverbal relations, but responding did not generalize to final written intraverbal tests. Participants in Experiment 2 showed the emergence of not only vocal intraverbal relations but also written intraverbal relations on final tests. Results suggest that the stimulus equivalence paradigm can be effectively implemented using a selection-based intraverbal training format, the protocol may be an effective means of emphasizing important concepts in a college course, and emergent skills may generalize to novel response topographies.

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Section: Methodsmentioning

confidence: 99%

Using the Stimulus Equivalence Paradigm to Teach Course Material in an Undergraduate Rehabilitation Course

Walker¹,

Rehfeldt²,

Ninness

2010

J of App Behav Analysis

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“…Other articles have used equivalence classes in combination with other behavioral processes to build laboratory models that simulate complex forms of human behavior such as syntax (Mackay and Fields 2009), meaning (e.g., Arntzen et al 2015;Fields et al 2012;Tyndall et al 2004), and contextually determined symbol classification (Bush et al 1989;DeRosse and Fields 2010). Yet other articles have used equivalence-based instruction to establish college level course content (e.g., Fields et al 2009b;Fienup and Critchfield 2011;Fienup et al 2015;Pytte and Fienup 2012;Walker and Rehfeldt 2012). Most of these studies used training and testing trials conducted in a matching-to-sample (MTS) format (Arntzen 2004), with many fewer conducted with trials administered in a stimulus pairing yes-no format (Fields et al 2009a).…”

Section: Introductionmentioning

confidence: 99%

Sorting: An Alternative Measure of Class Formation?

2015

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In initial sorting tests, 16 participants did not assign stimuli to experimenter-defined classes. Then, the baseline relations for 5-member equivalence classes were trained using matching-to-sample (MTS) trials. Follow-up MTS tests assessed class formation. Regardless of outcome, another sorting test assessed delayed class formation if classes had not formed or class-maintenance if classes emerged during the MTS test. Classes were not formed by 11 participants, emerged on a long-delayed basis in the sorting test for 2, emerged on a delayed basis in the first MTS test for 2 others, and emerged immediately in the MTS test for 3 others. The latter three participants then attempted to form new equivalence classes. After baseline training, emergence was assessed with a sorting test administered immediately thereafter, and was followed serially with an MTS and final sorting test. Responding in the first sorting tests demonstrated the immediate emergence of the stimulus classes for these participants. The MTS test results implied that the classes that emerged in the sorting test were actually equivalence classes. For the two participants who showed delayed class formation, class integrity was maintained during the follow-up sorting and MTS tests. Two other participants showed class formation in the last and final sorting test. The remaining nine did not show class formation. Because the sorting tests were completed 90 % faster than MTS tests, they provided a quick and reliable alternative to MTS tests for the tracking of class formation.

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“…The teaching of mathematics and monetary relations through the models of network of relations and the equivalence of stimuli has been done with different populations, such as children with typical development (Henklain & Carmo, 2013;Monteiro & Medeiros, 2002;Ribeiro, Assisi, & Enumo, 2007), individuals with hearing disabilities (Magalhães & Assis, 2011;Magalhães, Rossit, & Assis, 2013), people with intellectual disabilities (Escobal, Rossit, & Goyos, 2010;Hammond, Hirt, & Hall, 2012;Stoddard, Brown, Hurlbert, Manoli, & McIlvane, 1989), university students (Fields et al, 2009, the elderly (Rossit, Ramos, & Lopes, 2010) and elderly people with memory loss (Cavaletti & Carmo, 2012). The data obtained through these studies confi rmed the economy and effi ciency at the teaching process.…”

Section: Palabras-clavementioning

confidence: 99%

The Use of Adapted Games for Assessment of Mathematics and Monetary Skills

et al. 2017

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This study aims to evaluate the effects of adapted games over preschool child performance in arithmetic and monetary abilities. The subjects were eight children of Childhood Education, distributed in two Experimental Groups. For both groups, using adapted dominos, the following relations were taught and tested: printed numerals (A), dot sets (B), addition operations (C), printed values (D), pictures of banknotes/coins (E). First, relations AB/BA and AC/CA were taught, testing BC/CB relation. Later, relation DC/CD was taught and relations AD/DA and DB/BD were tested. Finally, relation DE/ED was taught and relations EB/BE, EC/CE and AE/EA were tested. Evaluations of stimulus naming were conducted in Pretest, Probe and Posttest stages. For Group one, the evaluations of stimuli naming were conducted via card display, and for Group two were used adapted games. Evaluation results suggest that the use of adapted games may contribute to lower tests variability in stimuli naming.Keywords: Games, arithmetic (mathematic), money handling, relationship network, domino. Utilização de Jogos Adaptados para Avaliação de Habilidades Matemáticas e Monetárias ResumoEste estudo teve por objetivo avaliar os efeitos de jogos adaptados sobre a avaliação do desempenho de pré-escolares no aprendizado de habilidades matemáticas e monetárias. Participaram oito crianças da Educação Infantil, distribuídas em dois Grupos Experimentais. Para ambos os grupos, por meio de dominós adaptados, foram ensinadas e testadas relações entre numerais impressos (A), conjuntos de pontos (B), operações de adição (C), valores impressos (D) e fi guras de cédulas e moedas (E

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Equivalence Class Formation: A Method for Teaching Statistical Interactions

Cited by 70 publications

References 44 publications

Using the Stimulus Equivalence Paradigm to Teach Course Material in an Undergraduate Rehabilitation Course

Using the Stimulus Equivalence Paradigm to Teach Course Material in an Undergraduate Rehabilitation Course

Sorting: An Alternative Measure of Class Formation?

The Use of Adapted Games for Assessment of Mathematics and Monetary Skills

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