Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure

Seven participants received conditional discrimination training that established the 12 conditional relations A1B1, A2B2, A3B3, A1C1, A2C2, A3C3, D1E1, D2E2, D3E3, D1F1, D2F2, and D3F3. The A stimuli were pictures of faces portraying emotional expressions; the others were arbitrary forms. Correct responses resulted in presentations of class-specific reinforcers, Sr1, Sr2, and Sr3. After training, tests confirmed the formation of ABC and DEF equivalence classes. Further tests then documented the merger of the classes and the emergence of SrB, SrC, SrE, and SrF relations, showing that the class-specific reinforcers were equivalence class members. Finally, participants did Semantic Differential ratings that tested whether the emotional valence of the A stimuli transferred to the arbitrary forms, B and E. The results show that participants’ evaluations of the B and E stimuli were similar to evaluations of the A stimuli made by participants of a control group. This finding is considered as a demonstration that class-specific outcomes can mediate class merger phenomena and the transfer of functions through members of merged classes.     

Design and Evaluation of Digital Learning Material to Support Acquisition of Quantitative Problem-Solving Skills Within Food Chemistry

One of the modules in the course Food Chemistry at Wageningen University (Wageningen, The Netherlands) focuses on quantitative problem-solving skills related to chemical reactions. The intended learning outcomes of this module are firstly, to be able to translate practical food chemistry related problems into mathematical equations and to solve them and secondly, to have a quantitative understanding of chemical reactions in food. Until 3 years ago the learning situation for this module was inefficient for both teachers and students. For this learning situation a staff/student ratio of 1/25 was experienced to be insufficient: the level of student frustration was high and many students could not finish the tasks within the scheduled time. To make this situation more efficient for both students and teachers and to lower the level of frustration, digital learning material was designed. The main characteristic of this learning material is that it provides just-in-time information, such as feedback, hints and links to background information. The material was evaluated in three case studies in a normal educational setting (n = 22, n = 31, n = 33). The results show that now frustration of students is low, the time in classes is efficiently used, and the staff/student ratio of 1/25 is indeed sufficient. A staff student ratio of around 1/40 is now regarded as realistic.