Zinn Tracy E, Newland M Christopher, Ritchie Katie E
JAMES MADISON UNIVERSITY.
AUBURN UNIVERSITY.
J Appl Behav Anal. 2015 Dec;48(4):865-82. doi: 10.1002/jaba.258. Epub 2015 Sep 28.
Because it employs an emergent-learning framework, equivalence-based instruction (EBI) is said to be highly efficient, but its presumed benefits must be compared quantitatively with alternative techniques. In a randomized controlled trial, 61 college students attempted to learn 32 pairs of proprietary and generic drug names using computer-based match-to-sample presentations of auditory and written drug names. Students who received EBI experienced pairings based on stimulus equivalence theory, and they mastered the material quickly. Control-group students practiced relations drawn at random from those that the EBI group learned via training or emergence. Students in the criterion-control group required many more trials to achieve the same accuracy as the EBI group. By way of a yoking procedure, students in the trial-control group received the same number of trials as the EBI students but achieved poorer accuracy and little mastery. Thus, EBI was more efficient and effective than unstructured presentation.
由于采用了一种新兴学习框架，基于等价关系的教学法（EBI）据称效率很高，但其假定的益处必须与其他技术进行定量比较。在一项随机对照试验中，61名大学生试图通过基于计算机的听觉和书面药品名称匹配样本展示来学习32对专利药名和通用药名。接受EBI教学的学生根据刺激等价理论进行配对，他们很快掌握了材料。对照组学生练习的关系是从EBI组通过训练或自然形成所学习的关系中随机抽取的。标准对照组的学生需要更多的试验才能达到与EBI组相同的准确率。通过一种匹配程序，试验对照组的学生接受了与EBI组学生相同数量的试验，但准确率较低且掌握程度有限。因此，EBI比无结构呈现更高效、更有效。
