Using stimulus equivalence technology to teach statistical inference in a group setting.

The team moved a lab-tested computer lesson into a real college classroom.

Students learned inferential statistics through stimulus-equivalence drills on a computer.

A simple paper quiz checked what they learned before and after the lessons.

The classroom group mastered the same statistics concepts that earlier lab studies had shown.

Students also gave correct answers to relations that were never directly taught.

The gains matched those seen in one-on-one lab settings.

Busch et al. (2010) ran the same lesson in a lab and got the same positive result. The new study shows the method works when one teacher faces a whole room.

Frampton et al. (2025) also teach equivalence to college students, but they use paper graphic organizers instead of computers. Both teams succeed, so you can pick the tool that fits your room.

Branch (1999) warns that p-values can mislead. Kaufman et al. (2010) do not argue with that warning; they simply show a fast way to teach the concepts so learners can make better decisions.

You can run these short computer drills during class instead of lecturing. Students pick up hard stats ideas and even untaught relations in one sitting. Try it the next time you teach graph reading or want staff to grasp effect sizes.