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Related Experiment Video

Updated: Jun 9, 2026

Employing Transcranial Magnetic Stimulation in a Resource Limited Environment to Establish Brain-Behavior Relationships

Employing Transcranial Magnetic Stimulation in a Resource Limited Environment to Establish Brain-Behavior Relationships

Published on: April 20, 2022

Teaching brain-behavior relations economically with stimulus equivalence technology.

Daniel M Fienup¹, Daniel P Covey, Thomas S Critchfield

¹Illinois State University, USA. daniel.fienup@qc.cuny.edu

Journal of Applied Behavior Analysis

|September 3, 2010

Summary

Equivalence-based instruction teaches skills not directly presented, improving learning efficiency. This method helped college students master over twice the facts taught about brain anatomy and function.

Keywords:

college students neuroanatomy programmed instruction stimulus equivalence

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Published on: October 22, 2015

Area of Science:

Cognitive Psychology
Neuroscience Education

Background:

Instructional interventions can enhance learning efficiency.
Stimulus equivalence offers a framework for acquiring untaught skills.

Purpose of the Study:

To investigate the efficacy of equivalence-based instruction (EBI) for teaching complex academic topics.
To assess EBI's potential in reducing learning investment for advanced subjects.

Main Methods:

College students received EBI on brain anatomy and function.
Two stimulus classes were created with a common member, facilitating emergent relations.
Learners acquired skills not directly instructed.

Main Results:

Students mastered more than double the number of facts explicitly taught.
The merging of stimulus classes led to increased emergent relations.
EBI demonstrated significant learning gains.

Conclusions:

Equivalence-based instruction is an efficient method for mastering academic content.
EBI can reduce the required student investment for complex topics.
This approach has broad implications for educational strategies.