Evidence map›Paper›PMID 40689546›Full record

ArticleJournal of applied behavior analysis

Teaching undergraduates to solve equivalence problems by using cover, copy, and compare: A translational study.

Sarah E Frampton, Sarah E Vesely, Ky Jackson

Abstract readComparative Study
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of applied behavior analysis. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Sarah E FramptonPsychology Department, University of Nebraska Omaha, Omaha, NE, USA.ORCID https://orcid.org/0000-0002-9279-7998
Sarah E VeselyPsychology Department, University of Nebraska Omaha, Omaha, NE, USA.
Ky JacksonPsychology Department, University of Nebraska Omaha, Omaha, NE, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Cover, copy, and compare (CCC) is a study strategy in which students cover their notes, attempt to copy them, and then compare for accuracy. We evaluated whether CCC could be used to establish equivalence classes with undergraduate students. A video training package and experimenter feedback were used to teach participants to engage in CCC with notes in the form of a graphic organizer. During the CCC condition, participants constructed graphic organizers depicting the relations among three equivalence classes, each consisting of three familiar stimuli. After completing CCC, five of the seven participants scored over 90% on their first matching-to-sample posttest. We evaluated the use of the strategy with three 5-member classes of abstract stimuli. All participants used CCC when studying the relations and scored over 90% on the first posttest, and three participants constructed graphic organizers during the posttest. The social validity data indicated that participants found the intervention highly acceptable.

Indexed as

Problem SolvingStudentsTeachingAdultFemaleHumansMaleUniversitiesYoung Adultcover copy compareequivalencemediationnote takingproblem solving

Identifiers

PMID40689546
PMCPMC12617333

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.