Using derived relational responding to model statistics learning across participants with varying degrees of statistics anxiety

Sandoz, Emily K.; Hebert, Emmie R.

doi:10.1080/15021149.2016.1146552

Cited by 6 publications

(6 citation statements)

References 57 publications

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“…Effect sizes for 12 individual experiments were large. Only one case had a small effect size-this case was a comparison of pre-and post-computer-based MTS scores in the study by Sandoz and Hebert (2017). This small effect size can be attributed to high pretest scores on the computer-based MTS task (on average only 7% lower than posttest scores), which suggests ceiling effects.…”

Section: Resultsmentioning

confidence: 92%

“…A number of experiments included in this meta-analysis provided inferential statistics to support conclusions from visual analyses. For example, Sandoz and Hebert (2017) reported the results of a paired-samples t test to show that posttest outcomes were different from pretest outcomes due to treatment rather than sampling error. O'Neill et al (2015) reported the results of a multivariate analysis of covariance (MANCOVA) that examined whether there were statistically significant differences between an EBI group and a reading group on a variety of dependent measures.…”

Section: Statistical Conclusion Validitymentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 92%

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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“…The present data suggest that it might be necessary to complete at least a certain number of more than/less than relational training trials to substantively impact subsequent performance on indices of mathematics aptitude or ability, although simpler symmetrical relations may still be useful for learning new mathematical terminology (cf. Sandoz & Hebert, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Hayes & Stewart, 2016). Several studies with RFT-based interventions have also reported to enhance performance on specific tests such analogical responding (Ruiz & Luciano, 2011), hierarchical responding (Mulhern et al, 2017(Mulhern et al, , 2018, and statistical learning (Sandoz & Hebert, 2017). These studies are typically too small to be generalizable to the broader population.…”

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confidence: 99%

Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study

et al. 2020

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Research suggests that training relational operant patterns of behavior can lead to increases in general cognitive ability and educational outcomes. Most studies to date have been under-powered and included proxy measures of educational attainment. We attempted to extend previous findings with increased experimental control in younger children (aged 6.9-10.1 years). Participants (N = 49) were assigned to either a relational training or chess control group. Over 5 months, teachers assigned class time to complete either relational training or play chess. Those who were assigned relational training gained 8.9 non-verbal IQ (NVIQ) points, while those in the control condition recorded no gains (d ppc2 = .99). Regression analyses revealed that posttraining NVIQ predicted reading test scores (conducted approximately 1 month later) over and above baseline NVIQ in the experimental condition only, consistent with what we might expect in a full test of far transfer towards educational outcomes. Keywords SMART training. Relational frame theory. Personality. School examinations. Cognitive ability. Cognitive training Highlights • SMART relational operant training raised non-verbal IQ (NVIQ) by 8.9 points, with no rise in the chess control condition. • Post-training NVIQ explained variance in several national exam outcomes over and above Pre-training NVIQ in the relational operant training condition only. • Children with lower NVIQ at baseline benefitted most from the training. • This study has the largest and youngest sample of any test of SMART to date and is the second active-controlled trial by an independent lab.

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“…Other small-scale relational skills training intervention studies have also reported to enhance scores on various tests of specific cognitive abilities such as analogical responding (Ruiz and Luciano 2011), hierarchical responding (Mulhern et al 2017(Mulhern et al , 2018, statistical learning (Sandoz and Hebert 2017), and, overall general cognitive ability (Parra and Ruiz 2016;Thirus et al 2016;Vizcaíno-Torres et al 2015), though they are typically underpowered. Taken together, however, these studies show some evidence for the utility of relational skills training and that operant abilities are skills through which we adapt to our environments (cf., also O'Hora et al 2008;O'Hora et al 2005;O'Toole et al 2009; also cf., Cassidy et al 2010, for a discussion of how relational skills are related to IQ test items).…”

Section: Introductionmentioning

confidence: 99%

Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial

2020

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In recent years, small-scale studies have suggested that we may be able to substantially strengthen children's general cognitive abilities and intelligence quotient (IQ) scores using a relational operant skills training program (SMART). Only one of these studies to date has included an active Control Condition, and that study reported the smallest mean IQ rise. The present study is a larger stratified activecontrolled trial to independently test the utility of SMART training for raising Nonverbal IQ (NVIQ) and processing speed. We measured personality traits, NVIQs, and processing speeds of a cohort of school pupils (aged 12-15). Participants were allocated to either a SMART intervention group or a Scratch computer coding control group, for a period of 3 months. We reassessed pupils' NVIQs and processing speeds after the 3-month intervention. We observed a significant mean increase in the SMART training group's (final n exp = 43) NVIQs of 5.98 points, while there was a nonsignificant increase of 1.85 points in the Scratch active-control group (final n cont = 27). We also observed an increase in processing speed across both conditions (final n exp = 70; n cont = 55) over Time. Our results suggest that relational skills training may be useful for improving performance on matrices tasks, and perhaps in future, accelerating children's progression toward developmental milestones.

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Using derived relational responding to model statistics learning across participants with varying degrees of statistics anxiety

Cited by 6 publications

References 57 publications

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

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

Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study

Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial

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