Optimizing equivalence-based instruction: Effects of training protocols on equivalence class formation.

Area of Science:

• Behavioral Psychology
• Educational Psychology
• Cognitive Science

Background:

• Equivalence-based instruction (EBI) is a powerful tool for teaching complex concepts.
• Understanding how training protocols influence the formation of equivalence classes is crucial for optimizing learning.

Purpose of the Study:

• To compare the efficacy of simple-to-complex versus simultaneous training protocols on the formation of academic equivalence classes.
• To investigate the impact of class size on the immediate emergence of these classes.

Main Methods:

• Two experiments were conducted using simple-to-complex and simultaneous training protocols.
• Participants learned to form 3- and 4-member neuroanatomy equivalence classes.
• Training and derived relations probes were interspersed in the simple-to-complex protocol; training and test trials were separated in the simultaneous protocol.

Main Results:

• 100% of participants immediately formed 3- or 4-member classes with the simple-to-complex protocol.
• The simultaneous protocol resulted in immediate class formation for 75% (3-member) and 42% (4-member) of participants.
• Class formation was an interactive function of training protocol and class size, with some participants requiring retraining.

Conclusions:

• The simple-to-complex protocol is more effective for the immediate formation of academic equivalence classes, particularly for larger sets.
• Optimizing training and testing parameters, such as those in the simple-to-complex protocol, can enhance the application of EBI for college-level content.
• Further research could explore retraining strategies to improve outcomes with less effective protocols.