On the effectiveness of including meaningful pictures in the formation of equivalence classes

Arntzen, Erik; Mensah, Justice

doi:10.1002/jeab.579

Cited by 23 publications

(26 citation statements)

References 47 publications

(83 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such an increase in responding according with equivalence class formation could be described as delayed emergence of equivalence. Such type of response pattern is reported in other experiments (e.g., Arntzen & Mensah, 2020;Arntzen & Nartey, 2018) and emphasizes the importance of having at least two test blocks to be able to observe changes during testing.…”

Section: General Commentssupporting

confidence: 80%

Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

Arntzen

Eilertsen

2020

Perspect Behav Sci

Self Cite

View full text Add to dashboard Cite

Twenty-two adult participants, assigned to three conditions, were trained nutrition knowledge (i.e., carbohydrate values) for different food items. In a stimulus sorting test, the participants were asked to sort stimuli (names of food items) into one of three different ranges of carbohydrate values ("less than 20", "20–40", "more than 40" gram per 100 gram). Conditional-discrimination training and testing followed the sorting test, and finally, a postclass formation sorting test of the stimuli used in the conditional-discrimination training. The conditional-discrimination training used tailored stimuli, that is, the food items that each of the participants categorized incorrectly in the sorting test. Participants exposed to Conditions 1 and 2 were trained on six conditional discriminations and tested for the formation of three 3-member classes. Conditions 2 and 3 had a “don’t know” option together with the three different ranges of carbohydrate values in the sorting for tailoring the stimuli. Participants exposed to Condition 3 trained were trained on 12 conditional discriminations and tested for the formation of three 5-member classes. The main findings showed that all but one of the participants responded correctly on at least one test for equivalence class formation and sorted the stimuli correctly in the postclass formation sorting test.

show abstract

Section: General Commentssupporting

confidence: 80%

Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

Arntzen

Eilertsen

2020

Perspect Behav Sci

Self Cite

View full text Add to dashboard Cite

show abstract

“…Finally, the present study did not control for the occurrence of delayed emergence (i.e., participants were not exposed to a second testing cycle). It can be seen as a drawback for conclusions on TSs' efficiency, as the literature has suggested that repeated testing can enhance TSs' effectiveness (e.g., Arntzen & Mensah, 2020).…”

Section: Discussionmentioning

confidence: 99%

A descriptive analysis of baseline and equivalence‐class performances under many‐to‐one and one‐to‐many structures

Ayres-Pereira

Arntzen

2021

J Exper Analysis Behavior

Self Cite

View full text Add to dashboard Cite

The purpose of the present experiment was to describe responding as a function of One‐to‐Many (OTM) and Many‐to‐One (MTO) training structures and identify baseline performances correlated with the accuracy level in tests for equivalence class formation. Participants were 42 adults assigned to either the MTO or the OTM groups, trained on 24 baseline relations, and assessed on the emergence of three 9‐member equivalence classes. Participants in the MTO group presented similar frequencies of responses to each of the comparisons throughout baseline training. Also, the number of trials required to meet the baseline mastery criterion was negatively correlated with test accuracy. Participants in the OTM group presented more variable frequencies of responses to each of the comparisons (participants tended to select some of the comparisons less often than others at the beginning of the training). In addition, the number of reinforced responses to the node presented as a sample during training was positively correlated with the number of correct responses during testing for the OTM group. The experiment contributed to an in‐depth stimulus control analysis of baseline and test performances, and its results have implications for understanding potential sources of variability between the training structures.

show abstract

“…Generally, the participants suggested that teacher may use colorful arts so that they could appreciate its beauty. [40] said that colorful arts stimulate learners' senses. Likewise, [41] found that color can induce feelings and or the perception of some affordances.…”

Section: Ways In Conducting Visual Arts Strategymentioning

confidence: 99%

Use of Visual Arts in Facilitating the Speaking Skills of Students

Duropan¹

2020

AJESS

View full text Add to dashboard Cite

Aims: This study examined visual arts activities as means of enhancing speaking abilities of students. It also explored how the participants find the use of visual arts activities as strategy; how visual arts activities in English class were conducted; and what suggestions the participants can offer to improve the conduct of visual arts activities. Study Design: This study used the qualitative method particularly the phenomenological approach. Place and Duration of Study: The study was conducted in Davao del Sur State College, Digos City. It was conducted during the first semester of 2019-2020. Methodology: The 20 participants were purposively chosen. They were grouped into four focus groups. Interview guide-questionnaire based on the research questions was the main instrument used in obtaining the information. Results: The use of visual arts in English language class was interesting and effective. The student-participants found the strategy interesting because they were able to express their ideas by looking at the images. They were able to formulate sentences instantly. Importantly, giving clear instructions on what to do and allocating appropriate time to gather their thoughts; learners were able to formulate ideas and confidently share their answers to the class. The learners suggested that speaking activities through visual arts strategy may be improved if language teachers use colorful arts; consideration of time to think; regular conduct of the strategy; allow brainstorm with other students before they are asked to speak; and everyone should be allotted time to speak. The suggestions imply that the students favor and willing the use of visual art in their speaking activities. Conclusion: The appreciation of students on the use visual arts in enhancing their speaking abilities is a clear manifestation that visual arts is an effective tool in encouraging students to speak. The reason why students appreciated visual art is the motivation it provides. The visual effect of art to the students ignites and challenges them to formulate words. Thus, the use of visual art activities transform the students from uninterested to interested, from passive to active, from blunt to critical thinker. On the other hand, clear instructions to the students allow them to carry out the task according to the expected output. Moreover, time is a key element for learners to formulate well-thought answers. Hence, teachers may give provisions for time. Likewise, students clamor that visual arts should be colorful so that they could appreciate the art. However, they may not be relevant because the visual meaning does not depend on color. Interestingly, the results of study lead the English teachers to think of possible actions so that the conduct of speaking classes using visual arts may be improved. Authentic visuals arts which depict historical significance may be utilized. It may not only let the learners appreciate history but also develop cultural attitudes. Teachers may also provide and explain a speaking rubrics before the students do the task. This makes the learners informed and allows them to strategize. Lastly, teachers may also consider thematizing the visual arts so that learners become more interested and engaged.

show abstract

On the effectiveness of including meaningful pictures in the formation of equivalence classes

Cited by 23 publications

References 47 publications

Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

A descriptive analysis of baseline and equivalence‐class performances under many‐to‐one and one‐to‐many structures

Use of Visual Arts in Facilitating the Speaking Skills of Students

Contact Info

Product

Resources

About