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Efficiency of equivalence-based instruction: A laboratory evaluation.

Anna Ingeborg Petursdottir1, Juliana S C D Oliveira1

  • 1Texas Christian University.

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|July 18, 2020
PubMed
Summary

Equivalence-based instruction (EBI) may be more efficient than complete instruction (CI) due to assessment methods, not necessarily learning itself. Further research is needed on EBI structures.

Keywords:
equivalence relationsequivalence-based instructionprogrammed instructionstimulus classes

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Area of Science:

  • Behavioral Psychology
  • Learning Sciences
  • Educational Psychology

Background:

  • Equivalence-based instruction (EBI) establishes numerous stimulus relations from a few directly taught ones.
  • EBI's efficiency and benefits compared to complete instruction (CI) require further investigation.

Purpose of the Study:

  • To compare the efficiency of EBI versus CI in establishing stimulus relations.
  • To evaluate potential benefits of EBI over CI in future learning and maintenance.

Main Methods:

  • Two between-subjects experiments with college students compared EBI and CI.
  • Experiment 1: Mastery criteria equated by trial blocks and accuracy.
  • Experiment 2: Mastery criteria equated by consecutive correct trials.

Main Results:

  • Experiment 1 showed no significant difference in trials to mastery between EBI and CI.
  • Experiment 2 indicated EBI required fewer trials to complete than CI when mastery criteria were equated differently.
  • Neither experiment found EBI superior for future learning or maintenance of class-consistent responding.

Conclusions:

  • EBI's potential efficiency advantage over CI may stem from assessment practices.
  • Further research is necessary to explore different EBI training structures and trial arrangements.
  • Current findings do not support EBI's superiority in enhancing long-term learning or retention.