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ERIC Number: EJ877517
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0021-8855
Teaching Brain-Behavior Relations Economically with Stimulus Equivalence Technology
Fienup, Daniel M.; Covey, Daniel P.; Critchfield, Thomas S.
Journal of Applied Behavior Analysis, v43 n1 p19-33 Spr 2010
Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence-based instruction was used to teach college students facts regarding brain anatomy and function. The instruction involved creating two classes of stimuli that students understood as being related. Because the two classes shared a common member, they spontaneously merged, thereby increasing the yield of emergent relations. Overall, students mastered more than twice as many facts as were explicitly taught, thus demonstrating the potential of equivalence-based instruction to reduce the amount of student investment that is required to master advanced academic topics. (Contains 2 tables and 5 figures.)
Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A