title: Teaching statistical variability with equivalence-based instruction.
abstract: In the present study, equivalence-based instruction was used to teach 2 4-member classes representing high and low statistical variability to 10 college students. Computerized equivalence-based instruction with multiple-exemplar training was used to teach the classes. A pretest-training-posttest design evaluated performances on both computer-based tests and written multiple-choice tests. Scores improved from pretest to posttest on both the computerized and the multiple-choice tests for all students following equivalence-based instruction. Class-consistent selections also generalized from training to novel stimuli and to a novel context (i.e., written test). Finally, class-consistent performances maintained 1 week after equivalence-based instruction was completed. The study demonstrated that equivalence-based instruction can be used to teach labeling of statistical variability and that a selection-based teaching protocol administered on a computer can promote the emergence of responses to a written selection-based testing protocol.
authors.affiliation: CALDWELL UNIVERSITY.
authors.forename: Leif
authors.initials: L
authors.lastname: Albright
authors.affiliation: CALDWELL UNIVERSITY.
authors.forename: Kenneth F
authors.initials: KF
authors.lastname: Reeve
authors.affiliation: CALDWELL UNIVERSITY.
authors.forename: Sharon A
authors.initials: SA
authors.lastname: Reeve
authors.affiliation: CALDWELL UNIVERSITY.
authors.forename: April N
authors.initials: AN
authors.lastname: Kisamore
mesh_terms: D003194:Computer-Assisted Instruction; D003210:Concept Formation / Q000502:physiology*; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D007858:Learning; D008297:Male; D013223:Statistics as Topic; D013334:Students; D013663:Teaching; D014495:Universities; D055815:Young Adult
keywords: college instruction; derived stimulus relations; multiple-exemplar training; stimulus equivalence instruction