The effects of note taking as a visual mediation strategy on the formation of equivalence classes

Abstract

A graphic organizer (GO) is a note-taking device with concepts and fill-in spaces that may enhance equivalence yields under suboptimal training and testing parameters (e.g., linear training, simultaneous testing, five-member all-abstract classes). We used a nonconcurrent multiple-probe design across eight adult participants to evaluate the effects of a treatment package consisting of abstract matching-to-sample baseline relations training (MTS-BRT) and GO-construction training. GOs were faded until participants drew or wrote the trained relations from a blank page, which was available in the pre-and posttests. There was a 75% yield (six of eight participants) on the first posttest and a 100% yield following remedial training with Set 1. With Set 2, MTS-BRT alone resulted in voluntary GO construction and a 75% yield (three of four participants) on the first posttest and a 100% yield following remedial training. These results suggest that teaching participants to draw relations among stimuli may strengthen the effects of MTS-BRT training on equivalence yields.

The effects of a training package to teach note taking on the formation of equivalence classes

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Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching-to-sample baseline relations training (MTS-BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five-member classes.

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“…Through a cognitive lens, note taking has been hypothesized to help students encode relevant information (Rahmani & Sadeghi, 2011) and relieve cognitive load by allowing students to use notes as a form of external storage (Manoli & Papadopoulou, 2012;Rahmani & Sadeghi, 2011;Stull & Mayer, 2007). From a behavioral perspective, the use of notes or a GO may be interpreted as a form of problem solving (Frampton et al, 2023;Skinner, 1984;Stromer et al, 1998). When presented with a question for which a correct response is not evoked (a problem), Skinner (1984) suggested that one may engage in a series of intermediate responses that function to produce additional stimuli (problem solving) such that eventually a response is occasioned that produces reinforcement (the solution).…”

“…Note taking is also a convenient form of mediation, as it is an overt behavior that can be directly prompted and shaped. Despite the purported benefits, limited behavior-analytic research has been conducted evaluating this form of mediation (e.g., Frampton et al, 2023;Levingston et al, 2009;Neef et al, 2003). Frampton et al (2023) taught eight typically developing adult participants to take notes in the form of a GO and evaluated performance on subsequent equivalence tests with abstract, arbitrarily related stimuli.…”

“…Despite the purported benefits, limited behavior-analytic research has been conducted evaluating this form of mediation (e.g., Frampton et al, 2023;Levingston et al, 2009;Neef et al, 2003). Frampton et al (2023) taught eight typically developing adult participants to take notes in the form of a GO and evaluated performance on subsequent equivalence tests with abstract, arbitrarily related stimuli. Participants were provided verbal instructions describing the notetaking strategy and partially completed GOs during MTS baseline relations training (BRT) delivered via computer software.…”

“…Thus, the purpose of the present study was to replicate and extend Frampton et al (2023) to further evaluate the influence of note taking on equivalence yields while using a less intensive, more efficient procedure. Set 1 training with arbitrary stimuli was replaced with a training with familiar stimuli in three-member classes to familiarize participants with the experimental context (e.g., Ma et al, 2016;Santos et al, 2015;Smeets & Barnes-Holmes, 2005) and reduce task difficulty (Arntzen, 2012).…”