The effects of note taking as a visual mediation strategy on the formation of equivalence classes
Letting learners sketch their own relation map turns a large share equivalence scores into a large share without extra training.
01Research in Context
What this study did
Frampton and team asked 12 college students to learn five-member equivalence classes of abstract shapes. First everyone got regular matching-to-sample training. If a student scored below a large share, the trainer added a simple twist: the learner drew a graphic organizer while the computer showed each relation.
The study used a multiple-baseline design across students. Drawing was optional; the computer only reminded, "You may take notes."
What they found
Before drawing, only 9 of the students hit a large share correct. After adding the note-taking option, all 12 reached mastery. The three who had failed now scored a large share.
More importantly, when the option stayed open, every student kept using the organizer on their own. No extra prompts were needed.
How this fits with other research
Allen et al. (2001) showed that equivalence can fall apart when later training creates conflicting stimulus control. Frampton’s fix gives clinicians a cheap way to rebuild the class after such breakdowns.
Davison et al. (2002) needed many exemplars to teach contextual control within equivalence. Frampton cuts the work: one self-drawn diagram does the job for new abstract classes.
Silguero et al. (2023) asked whether conflicting reinforcers drop out of a class; they don’t. Frampton doesn’t test conflict, but shows that a quick visual mediator still strengthens the class even when abstract stimuli make control fragile.
Why it matters
If a client stalls at a large share correct on equivalence tasks, hand them a pencil. Let them map the relations in boxes and arrows while you run trials. In this study that tiny change pushed every learner to a large share and they kept using it. No extra software, no lengthy protocol—just a sheet of paper and the learner’s own pen.
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02At a glance
03Original 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.
Journal of the Experimental Analysis of Behavior, 2023 · doi:10.1002/jeab.844