Transportability of Equivalence‐based Programmed Instruction: Efficacy and Efficiency in a College Classroom

Fienup, Daniel M.; Critchfield, Thomas S.

doi:10.1901/jaba.2011.44-435

Cited by 53 publications

(59 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study adds to the increasing number of published studies demonstrating the effectiveness of EBI for teaching academic material to advanced learners (e.g., college students; Critchfield & Fienup, ; Fields et al, ; Fienup & Critchfield, ; Lovett et al, ; Pytte & Fienup, ; Walker & Rehfeldt, ; Walker, Rehfeldt, & Ninness, ; Zinn et al, ). This study also supports recent research demonstrating that EBI is effective when delivered via computer‐based or online formats (Fienup & Critchfield, ; Lovett et al, ; Walker & Rehfeldt, ). Given the increasing demand for online education, EBI seems a promising instructional arrangement for a variety of topics in higher education.…”

Section: Discussionmentioning

confidence: 81%

Using equivalence‐based instruction to teach college students to identify logical fallacies

Ong

Normand

Schenk

2018

Behavioral Interventions

View full text Add to dashboard Cite

Although there is no consensus as to the specific skills that constitute critical thinking, there is general agreement that identifying logical fallacies is an important component skill. Clearly defined logical fallacies are suited to teaching arrangements that focus on establishing conditional discriminations, as is the case with equivalence‐based instruction (EBI) methods. EBI methods have been successfully delivered using web‐based course management software and have rapidly produced socially significant learning outcomes. The purpose of the current study was to evaluate the effectiveness and efficiency of a web‐based EBI program for teaching students to recognize and identify logical fallacies by comparing the outcomes of EBI to a self‐instruction and a no‐instruction control group. EBI was more effective and more efficient when compared to both self‐instruction and no‐instruction controls. Additionally, untrained relations were evident only after EBI.

show abstract

Section: Discussionmentioning

confidence: 81%

Using equivalence‐based instruction to teach college students to identify logical fallacies

Ong

Normand

Schenk

2018

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…Only two prior studies addressed participants’ satisfaction with instruction using stimulus equivalence. Fields et al (2009) found that participants exposed to a stimulus equivalence protocol provided higher ratings of both their understanding of statistical interactions and their satisfaction with the instructional method compared to a control group that received no instruction (see also Fienup & Critchfield, 2011). Surprisingly, the present findings failed to show significantly higher ratings for equivalence protocol instruction over lecture instruction.…”

Section: Discussionmentioning

confidence: 98%

“…The use of worksheets and paper tests, as opposed to computer‐based procedures, more closely approximates the materials and procedures present in the average classroom. Fields et al also included a questionnaire to assess the social validity of the instructional method (see also Fienup & Critchfield, 2011).…”

mentioning

confidence: 99%

Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single-Subject Designs

Lovett¹,

Rehfeldt²,

García³

et al. 2011

Journal of Applied Behavior Analysis

View full text Add to dashboard Cite

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol.

show abstract

“…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

View full text Add to dashboard Cite

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.

show abstract

Transportability of Equivalence‐based Programmed Instruction: Efficacy and Efficiency in a College Classroom

Cited by 53 publications

References 16 publications

Using equivalence‐based instruction to teach college students to identify logical fallacies

Using equivalence‐based instruction to teach college students to identify logical fallacies

Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single-Subject Designs

Sorting: An Alternative Measure of Class Formation?

Contact Info

Product

Resources

About