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EQUIVALENCE CLASS FORMATION: A METHOD FOR TEACHING STATISTICAL INTERACTIONS
Author(s) -
Fields Lanny,
Travis Robert,
Roy Deborah,
Yadlovker Eytan,
AguiarRocha Liliane de,
Sturmey Peter
Publication year - 2009
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2009.42-575
Subject(s) - pencil (optics) , equivalence (formal languages) , psychology , statistical analysis , mathematics education , test (biology) , equivalence class (music) , statistical hypothesis testing , developmental psychology , social psychology , cognitive psychology , statistics , mathematics , pure mathematics , mechanical engineering , paleontology , engineering , biology
Many students struggle with statistical concepts such as interaction. In an experimental group, participants took a paper‐and‐pencil test and then were given training to establish equivalent classes containing four different statistical interactions. All participants formed the equivalence classes and showed maintenance when probes contained novel negative exemplars. Thereafter, participants took a second paper‐and‐pencil test. Participants in the control group received two versions of the paper‐and‐pencil test without equivalence‐based instruction. All participants in the experimental group showed increased paper‐and‐pencil test scores after forming the interaction‐indicative equivalence classes. Class‐indicative responding also generalized to novel exemplars and the novel question format used in the paper‐and‐pencil test. Test scores did not change with repetition for control group participants. Implications for behavioral diagnostics and teaching technology are discussed.