Classroom applications of stimulus equivalence technology

We review basic concepts and methods of stimulus equivalence research and suggest applications in teaching rudimentary language arts skills in the classroom. We describe methods of establishing equivalence-based networks of matching-to-sample, writing, and naming performances. The methods may be used as a supplement to classroom instruction to assess whether standard curriculum-based approaches establish such integrated networks. Methods derived from equivalence research may be useful for remediation when traditional teaching approaches fail. Recent research suggests that direct focus on spelling performances may be required if entire networks of language arts skills are to be acquired. In addition, the equivalence relations themselves may require concentrated teaching in some children.     

A Device for Studies in Weight Discrimination

Within-Ss 2×3 factorial design, with two methods—recall (REC) and anticipation (ANT)—and three levels of list difficulty, was used for testing the hypothesis that ANT is superior to REC only if the learning task is comparatively difficult. Each of 20 male university students learned, both by the methods of REC and ANT, pairs of 10 words and digits (WD), eight CVCs of moderate and six CCCs of low association values. Analysis of variance, except for the main effect of method, yielded high significance for all the main effects and interactions. In learning paired-associate lists for comparatively easier tasks (WD and CVC lists), no significant difference was found between the two methods. For CCC pairs, however, a significant difference was found (t = 2.50, p < .02), which supported the hypothesis. A tentative modification was suggested in W. K. Estes's theory of reinforcement in human learning.     

Do Social Connections and Hope Matter in Predicting Early Adolescent Violence?

We tested relationships between social connections, hope, and violence among young adolescents from socially distressed urban neighborhoods, and examined whether relationships between adolescents' family and school connectedness and violence involvement were mediated by hopefulness. Data were from middle school students involved in the Lead Peace demonstration study. The sample (N = 164) was 51.8% female; 42% African American, 28% Asian, 13% Hispanic, and 17% mixed race or other race; average age was 12.1 years; 46% reported physical fighting in the past year. In multivariate models, parent-family connectedness was protective against violence; school connectedness was marginally protective. Hopefulness was related to lower levels of violence. The relationship between school connectedness and violence was mediated by hopefulness; some evidence for mediation also existed in the family-parent connectedness and violence relationship. Findings warrant continued exploration of hopefulness as an important protective factor against violence involvement, and as a mediator in relationships between social connections and violence involvement.