Abstract
Stimulus control technology was applied to the instruction of fraction ratio (e.g., ⅕) and decimal (e.g., 0.20) relations, with 7 students who demonstrated difficulty in fraction and decimal tasks. The students were trained to match pictorial representations of fractions (B comparison stimuli) to printed counterpart fraction ratios (A sample stimuli), and to match printed decimals (C comparison stimuli) to pictorial representations of counterpart quantities (B sample stimuli). Posttest performance by all participants indicated the emergence of equivalence relations between fractions represented as ratios, decimals, and pictures. Limited generalization of fraction—decimal relations was observed.
Keywords: academic behavior, stimulus equivalence, generalization, children
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