Analysis of compound stimuli and stimulus equivalence in the acquisition of Russian vocabulary

Abstract

The stimulus equivalence paradigm is an empirically supported procedure that has been used to teach various populations and subject matter. Several methodological issues exist within this paradigm including differing definitions and various types of stimulus equivalence procedures. This particular study compared two types of stimulus equivalence procedures (i.e., compound vs. simple stimuli). Results of this study indicated that the simple stimuli procedure was more effective in deriving relations, but the compound stimuli procedure was more time-efficient in terms of reaching mastery criterion.