Using a Stimulus Equivalence Paradigm to Teach Numerals, English Words, and Native American Words to Preschool-Age Children

Haegele et al. study whether teaching conditional discriminations to a group of pre-Kindergarden students in public school can result in stimulus equivalence among numbers, corresponding English words, and corresponding Ojibwe or Dakota words. They learn that match-to-sample training on a computer is quite effective at promoting language acquisition and prompting students to build connections between visual input, English words, and Ojibwe or Dakota words. They find that using match-to-sample training led to students massively outperfroming their peers, who did not recieve the training.

Haegele, K. M., McComas, J. J., Dixon, M., & Burns, M. K. (2011). Using a stimulus equivalence paradigm to teach numerals, English words, and Native American words to preschool-age children. Journal of Behavioral Education, 20(4), 283–296. https://doi.org/10.1007/s10864-011-9134-9