Peer-mediated instructional strategies (e.g., peer tutoring) have been effective at teaching academic responses in previous research. This study extended the literature by programming for inference-making, or derived relations. Across two experiments, researchers investigated the use of peer tutoring and inference-making to teach fraction-pictogram-percentage relations to 8 third-grade participants. In each experiment, participants served as both tutors and tutees in homogenous, reciprocal tutoring sessions. In Experiment 1, one tutor taught fraction (A)-pictogram (B) relations and the other tutor taught percentage (C)-pictogram (B) relations. In Experiment 2, each tutor taught one half of each of the relations. Results of both experiments demonstrated that the tutors learned all relations they taught, the tutees learned all relations they were taught, and all participants derived equivalence relations and demonstrated transfer of functions for comparative relations. A comparison of the two experiments suggests instructors should consider the difficulty of training relations when they design peer-tutoring instruction that engineers inference-making.

中文翻译：

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安排同伴辅导指导以促进推理

在以往的研究中，同伴介导的教学策略（例如同伴辅导）在教授学术反应方面是有效的。这项研究通过为推理或派生关系编程来扩展文献。在两个实验中，研究人员调查了使用同伴辅导和推理来向 8 名三年级参与者教授分数-象形图-百分比关系。在每个实验中，参与者在同质的、互惠的辅导课程中同时担任导师和学生。在实验 1 中，一位导师教授分数 (A)-象形图 (B) 关系，另一位导师教授百分比 (C)-象形图 (B) 关系。在实验 2 中，每位导师教授每种关系的一半。两个实验的结果都表明，导师学会了他们教授的所有关系，学生学习了他们所学的所有关系，所有参与者都推导出等价关系，并展示了比较关系的功能转移。对这两个实验的比较表明，在设计工程师进行推理的同伴辅导教学时，教师应该考虑培训关系的难度。