Maintenance of Stimulus Equivalence Classes: A Bibliographic Review

Comparison of teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition: A systematic replication

“…The difference observed in previous studies demonstrating the advantage of foreign-tact teaching was unclear, and only P3's maintenance performance following foreign-native intraverbal teaching was lower than in the two other conditions. A few factors pointed out by Regaço et al (2023) may be related to this inconsistency. One potential factor influencing the response maintenance would be the nature of the stimuli used per teaching condition because the assignment process may be insufficient for equalizing stimulus sets, although the maintenance data did not indicate the disparity of difficulty among the stimulus sets.…”

“…Researchers must also consider the long‐term maintenance of equivalence classes (Regaço et al, 2023), and this area of research has produced limited data on the maintenance of foreign‐language responses. Studies that have taught foreign language vocabulary by way of behavioral teaching have assessed maintenance after 2 weeks (Cortez et al, 2022; May et al, 2016) or 1 month (Daly & K. Dounavi, 2020; Matter et al, 2020; Rosales et al, 2011).…”

“…For example, Rosales et al (2011) found that taught relations were maintained with higher accuracy than were emergent relations; however, Daly and K. Dounavi (2020) reported the opposite and Matter et al (2020) found no difference. In the context of equivalence‐based instruction, some studies observe the long‐term maintenance of derived relations that suggest the effectiveness of this protocol (Regaço et al, 2023). However, equivalence‐based instruction studies may only report maintenance data of taught or emergent relations (e.g., Alter & Borrero, 2015; Walker & Rehfeldt, 2012) or measure both in a different task (e.g., taught relations in an intraverbal task and emergent relations in a matching‐to‐sample task).…”

Miner Troubles: a Gamified Matching-to-Sample

“…The field of behavior analysis can contribute to both the development of a more comprehensive description of gamification elements and the provision of different procedures to test the effects of each element. The Matching-to-Sample procedure serves as an excellent example, as it has been employed to explore various manipulations and assess the efficacy of each variable in learning outcomes (Arntzen, 2012;Mizael et al, 2021;Regaço et al, 2023).…”