Translational evaluation of training structures in equivalence-based instruction.

We used a laboratory preparation to evaluate the claim that equivalence-based instruction (EBI) is an efficient form of instruction due to eliminating the need for emergent relations to be taught. Three groups of college students received training to establish 3 stimulus classes with 4 members in each class. Two groups received either a linear series (EBI-LS) or a 1-to-many training structure (EBI-OTM group).

Efficiency of equivalence-based instruction: A laboratory evaluation.

In equivalence-based instruction (EBI), a large number of stimulus relations can be established through direct instruction of a smaller number of strategically selected relations. We evaluated the efficiency and other potential benefits of EBI in 2 between-subjects experiments with college students that compared EBI with complete instruction (CI). In Experiment 1 (n = 50), mastery criteria in both conditions required an equal number of equally sized trial blocks at equal accuracy.