title: Optimizing equivalence-based instruction: Effects of training protocols on equivalence class formation.
abstract: Two experiments evaluated the effects of the simple-to-complex and simultaneous training protocols on the formation of academically relevant equivalence classes. The simple-to-complex protocol intersperses derived relations probes with training baseline relations. The simultaneous protocol conducts all training trials and test trials in separate portions of the protocol. In Experiments 1 and 2, participants formed 4 3- and 4-member neuroanatomy classes, respectively. When trained with the simple-to-complex protocol, 100% of participants immediately formed the 3- or 4-member classes. When trained with the simultaneous protocol, the 3- and 4-member classes were formed immediately by 75% and 42% of participants, respectively. Thus, the immediate emergence of equivalence classes was an interactive function of training protocol and class size. The remaining participants eventually formed classes after a few cycles of retraining. The incorporation of these training and testing parameters could optimize the use of equivalence-based instruction for teaching college-level course content.
authors.affiliation: QUEENS COLLEGE AND THE GRADUATE CENTER, CUNY.
authors.forename: Daniel M
authors.initials: DM
authors.lastname: Fienup
authors.affiliation: QUEENS COLLEGE.
authors.forename: Nicole A
authors.initials: NA
authors.lastname: Wright
authors.affiliation: QUEENS COLLEGE AND THE GRADUATE CENTER, CUNY.
authors.forename: Lanny
authors.initials: L
authors.lastname: Fields
mesh_terms: D003210:Concept Formation / Q000502:physiology*; D005793:Generalization, Psychological / Q000502:physiology*; D006801:Humans; D007858:Learning / Q000502:physiology*; D013334:Students; D014495:Universities
keywords: college students; equivalence-based instructions; neuroanatomy; stimulus equivalence; training protocol