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 stimulus‐pairing 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.

中文翻译：

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比较两种基于等价的教学协议和自学，向大学生讲逻辑谬论

当前的研究将两种基于等价的教学（EBI）协议相互比较，并与一个自学对照组进行了比较，以向大学生讲授逻辑谬论课。两种不同的EBI协议分别是刺激配对是（SPYN）响应和样本匹配（MTS）。教授了四个三元逻辑谬论课（即，自组词，循环论证，错误类比和滑坡）。类成员由谬论定义，谬论名称以及每个谬论的多个插图组成。每个类别使用三个小插图样本来对各个小插曲进行泛化编程，并保留另外两个样本来评估泛化。书面的和计算机化的测试在训练之前，训练之后和为期1周的随访中完成。结果表明，就计算机化考试结果而言，MTS和SPYN EBI程序均优于自学程序，但笔试结果却不然。此外，就等效类的形成，计算机化考试和笔试而言，MTS和SPYN的作用彼此相似。这些结果增加了可用于建立等效类的程序范围。