Abstract:
A stimulus equivalence procedure was implemented with four preschool aged children, in teaching geometric shapes in verbal forms, equivalent picture forms, and equivalent written word forms. Two teaching methods were utilised, computer based and paper based learning, to investigate which method would result in faster, similar, or slower acquisition of equivalence classes. The results suggested that paper based learning was found to result in faster acquisition overall for participants. The results showed that all four participants demonstrated mastery over at least one set of trained relations, as well as providing evidence of emergent relations.