We used a laboratory preparation to evaluate the claim that equivalence‐based instruction (EBI) is an efficient form of instruction due to eliminating the need for emergent relations to be taught. Three groups of college students received training to establish 3 stimulus classes with 4 members in each class. Two groups received either a linear series (EBI‐LS) or a 1‐to‐many training structure (EBI‐OTM group). A control group received complete instruction (CI) that targeted all possible relations between the members of each class. The EBI‐OTM group required fewer trials to complete instruction compared to CI, whereas EBI‐LS did not. The EBI‐OTM and the CI groups performed equally well on a posttest that followed initial attainment of the mastery criterion, whereas the EBI‐LS group performed more poorly than the other 2. The groups' performance on a function transfer test did not differ. The results support the claim that compared to CI, EBI is an efficient form of instruction when it follows an OTM structure. However, they also suggest this efficiency advantage cannot be attributed to the fewer relations that need to be taught in EBI, as the EBI‐OTM and the EBI‐LS groups were trained on the same number of relations.

中文翻译：

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对等教学中训练结构的转化评价

我们使用实验室准备来评估基于等效性的教学 (EBI) 是一种有效的教学形式，因为不需要教授紧急关系。对三组大学生进行培训，建立3个刺激班，每班4人。两组接受线性序列（EBI-LS）或一对多训练结构（EBI-OTM 组）。对照组接受针对每个班级成员之间所有可能关系的完整指令 (CI)。与 CI 相比，EBI-OTM 组完成教学所需的试验更少，而 EBI-LS 则不需要。EBI-OTM 和 CI 组在最初达到掌握标准后的后测中表现同样出色，而 EBI-LS 组的表现比其他 2 组差。在功能转移测试中的表现没有差异。结果支持这样的说法，即与 CI 相比，EBI 在遵循 OTM 结构时是一种有效的教学形式。然而，他们还表示，这种效率优势不能归因于 EBI 中需要教授的关系较少，因为 EBI-OTM 和 EBI-LS 小组接受了相同数量的关系培训。