Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Abstract

The current study compared two equivalence-based instruction (EBI) protocols to each other and to a self-study control group to teach classes of logical fallacies to college students. The two different EBI protocols were stimuluspairing yes-no (SPYN) responding and match-to-sample (MTS). Four three-member logical fallacy classes were taught (i.e., ad hominem, circular argument, faulty analogy, and slippery slope). Class members consisted of the fallacy definition, fallacy name, and multiple examples of vignettes of each fallacy. Three vignette exemplars per class were used to program for generalization across vignettes, and two more were reserved to assess generalization. Written and computerized tests were completed before training, immediately following training, and at a 1-week follow-up session. The results showed that both MTS and SPYN EBI procedures were superior to self-study procedures with respect to computerized test outcomes, but not written test outcomes. In addition, the effects of MTS and SPYN were similar to one another regarding equivalence class formation, computerized tests, and written tests. These results increase the range of procedures that may be used to establish equivalence classes.

Comparing stimulus equivalence‐based instruction to self‐study of videos to teach examples of sign language to adults

“…This occurred despite the fact that during training the response topography of emitting signs was never required. Broadly, these findings are consistent with multiple prior EBI studies that demonstrated the emergence of response topographies that were different from the selection-based responding used during EBI, thereby demonstrating response generalization (e.g., Albright et al, 2015Albright et al, , 2016Bolanos et al, 2020;Critchfield & Fienup, 2010;Ferman et al, 2019;Fields et al, 2009;Fienup & Critchfield, 2011;Gallant et al, 2021;LaFond et al, 2021;Lovett et al, 2011;Reyes-Giordano & Fienup, 2015). Such response generalization further increases the utility of EBI as an instructional procedure.…”

Computational models of stimulus equivalence: An intersection for the study of symbolic behavior

“…Moreover, this has resulted in a solid development of applied studies with benefits in clinical and educational contexts. The paradigm has been used for teaching word‐object mappings, basic language, writing, and naming skills in children (Stromer et al, 1992); complex concepts to college students including inferential statistics and statistical interactions (Fields, Travis, et al, 2009; Fienup & Critchfield, 2010), classes of logical fallacies (Gallant et al, 2021), and biological concepts such as brain–behavior relations (Fienup et al, 2010); developing clinical interventions in adults (Guinther & Dougher, 2015), with particular relevance in therapies such as acceptance and commitment therapy (Tarbox et al, 2020); and training communication abilities, relational responding, and generalization skills in children with neurodevelopmental disorders (Arnall et al, 2021; Gale & Stewart, 2020; Tovar & Torres‐Chávez, 2021).…”

Development of Chemistry Lecture Sets for Reducing Logical Fallacy in Arguing

“…One's logical fallacies can lead to unreasonable arguments. Therefore, they are essential to teaching (Gallant et al, 2020). Lecturers/teachers must provide learning on how to construct logical arguments and avoid logical errors (Hasibuan et al, 2020).…”