Using stimulus equivalence technology to teach statistical inference in a group setting

Computerized lessons employing stimulus equivalence technology, used previously under laboratory conditions to teach inferential statistics concepts to college students, were employed in a group setting for the first time. Students showed the same directly taught and emergent learning gains as in laboratory studies. A brief paper-and-pencil examination, suitable for classroom use, captured effects demonstrated previously through laboratory tests. The results support the extension of the lessons to more naturalistic settings.