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标题：TRANSPORTABILITY OF EQUIVALENCE-BASED PROGRAMMED INSTRUCTION: EFFICACY AND EFFICIENCY IN A COLLEGE CLASSROOM
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作者：Daniel M Fienup ; Thomas S Critchfield
期刊名称：Journal of Applied Behavior Analysis
印刷版ISSN：0021-8855
电子版ISSN：1938-3703
出版年度：2011
卷号：44
期号：3
页码：435-450
DOI：10.1901/jaba.2011.44-435
语种：English
出版社：University of Kansas - Dept Human Development
摘要：College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods.
关键词：college students; effectiveness; efficiency; statistics; stimulus equivalence