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<p>Equivalence-based instruction (EBI) involves strategic selection of a small number of stimulus relations to teach, leaving others to emerge without instruction. This translational study aimed to compare efficiency of acquisition and longer-term maintenance in EBI to a control condition that did not include the defining feature of the EBI arrangement. College students (<i>N</i> = 61) were randomly assigned to three training conditions—many-to-one EBI, linear series EBI, and comprehensive instruction—to establish three 4-member classes. On average, participants in all three groups required a similar number of trials to pass a comprehensive posttest, and maintenance after 2&#xa0;weeks did not differ significantly between groups. The linear-series group, however, showed differential loss of transitivity and equivalence relations compared to baseline and symmetry. Limitations notwithstanding, the results underscore a need to systematically investigate conditions under which the defining features of EBI result in efficient learning and maintenance.</p>

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Establishment and Maintenance of Stimulus Classes Following Equivalence-Based and Comprehensive Training

  • 期刊论文

  • 发表日期：

    2025年3月27日

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  • Gregory M. Tomlinson,
  • Juliana S. C. D. Oliveira,
  • Grace Reinhardt,
  • Anna Ingeborg Petursdottir

摘要

Equivalence-based instruction (EBI) involves strategic selection of a small number of stimulus relations to teach, leaving others to emerge without instruction. This translational study aimed to compare efficiency of acquisition and longer-term maintenance in EBI to a control condition that did not include the defining feature of the EBI arrangement. College students (N = 61) were randomly assigned to three training conditions—many-to-one EBI, linear series EBI, and comprehensive instruction—to establish three 4-member classes. On average, participants in all three groups required a similar number of trials to pass a comprehensive posttest, and maintenance after 2 weeks did not differ significantly between groups. The linear-series group, however, showed differential loss of transitivity and equivalence relations compared to baseline and symmetry. Limitations notwithstanding, the results underscore a need to systematically investigate conditions under which the defining features of EBI result in efficient learning and maintenance.