Emergence of Topographical Responding Following Equivalence-Based Neuroanatomy Instruction.
Equivalence-based instruction (EBI) has been utilized to teach a number of college-level academic concepts. The majority of these studies measured effectiveness with selection-based responding (i.e., multiple-choice questions). Recently, researchers have begun examining effectiveness using topograph...
| Published in: | Psychological Record Vol. 65; no. 3; pp. 495 - 508 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Published: |
Springer Nature
Sep2015
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=108564292&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 108564292 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Sep2015 vid: 65 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 108564292 10.1007/s40732-015-0125-4 ppf: 495 ppct: 13 formats: fmt: @attributes: type: P size: 2MB tig: atl: Emergence of Topographical Responding Following Equivalence-Based Neuroanatomy Instruction. aug: au: Reyes-Giordano, Kimberly Fienup, Daniel su: College students Programmed instruction Education Psychology Neuroanatomy Stimulus & response (Psychology) Research Psychology of learning sug: subj: College students Programmed instruction Education Psychology All Other Miscellaneous Schools and Instruction Educational Support Services Administration of Education Programs Neuroanatomy Stimulus & response (Psychology) Research Psychology of learning keyword: Stimulus equivalence Topographical responding Stimulus equivalence Topographical responding ab: Equivalence-based instruction (EBI) has been utilized to teach a number of college-level academic concepts. The majority of these studies measured effectiveness with selection-based responding (i.e., multiple-choice questions). Recently, researchers have begun examining effectiveness using topographical responding, or responding to open-ended questions. In the current study, participants learned neuroanatomy concepts through section-based EBI, and we measured the effects of instruction on both selection-based and topographical responding. Following equivalence class formation, participants responded with higher accuracy to both selection-based and topographical questions compared to baseline. Furthermore, participants demonstrated higher levels of accuracy with selection-based questions than topographical questions. As a measure of social validity, topographical responding was assessed by a neuroscience professor who was naïve to the study. Results demonstrated a typical grade distribution for topographical responding. Implications and future directions for EBI studies evaluating topographical responding are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|