Stimulus equivalence‐based instruction (EBI) was used to teach young children of typical development three 4‐member equivalence classes containing contact information from three caregivers (e.g., mother, father, and grandmother). Each class comprised the caregiver's (a) photograph, (b) printed name, (c) printed phone number, and (d) printed name of employer. A pretest‐train‐posttest‐maintenance design with a nontreatment control group comparison was used. Pretests and posttests assessed the degree to which class‐consistent responding occurred across both visual–visual matching tasks and intraverbals. Intraverbal responding was also probed with a novel instructor. Overall, EBI participants scored significantly higher during the posttests than the control participants across both the derived relations and intraverbal tests. These differences maintained 2 weeks later. Thus, responding generalized to (a) a different topography (i.e., intraverbal), (b) auditory versions of the stimuli, and (c) in the presence of a novel instructor. How such procedures may benefit lost children are discussed.

中文翻译：

---

使用基于对等刺激的指导来教小孩子看护者的联系信息

基于刺激等值的教学（EBI）被用来教典型发育的幼儿三个4成员等效类，其中包含来自三个照顾者（例如母亲，父亲和祖母）的联系信息。每个班级都由看护人的（a）照片，（b）印刷姓名，（c）印刷电话号码和（d）雇主印刷姓名组成。使用了培训前培训后维护设计，并与非治疗对照组进行了比较。前测和后测评估了视觉-视觉匹配任务和言语内的班级一致反应发生的程度。一位新教员还探讨了口头反应。总体而言，在派生关系和言语测试中，EBI参与者在后测期间的得分均显着高于对照组。这些差异在2周后得以维持。因此，在以下情况下，对（a）不同的地形（即，口内），（b）刺激的听觉形式和（c）在新颖的指导者在场的情况下的响应进行概括。讨论了这样的程序如何使失去的孩子受益。