scholarly journals Effects of Limited Hold on Equivalence Class Formation

2021 ◽  
Author(s):  
Felix Högnason ◽  
Erik Arntzen
Keyword(s):  
Equivalence Class ◽  
Stimulus Equivalence ◽  
Equivalence Classes ◽  
Preliminary Training ◽  
Limited Hold ◽  
Emergent Relations ◽  
Adult Participants ◽  
Identity Matching ◽  
Abstract Stimuli ◽  
Equivalence Class Formation

AbstractIn an attempt to limit the opportunity to engage in mediating behavior, two groups of adult participants received preliminary training in identity matching with limited hold levels (LH) for responding of 0.7 s for the sample and 1.2 s for the comparisons. The two groups were subsequently trained to form three 5-member classes, using the same LH levels, where the A, B, D, and E stimuli were abstract stimuli, and the C stimuli were meaningful pictures. In two tests for emergent relations, the LH for Group Short was unchanged, whereas 5 s were added to the LH for the comparisons for Group Long. None of the participants in Group Short responded in accordance with stimulus equivalence in either of the two tests. In Group Long, one participant responded in accordance with stimulus equivalence in the first test, and an additional eight participants formed equivalence classes in the second test.

scholarly journals Naming of Stimuli in Equivalence Class Formation in Children

2021 ◽  
Author(s):  
Guro Granerud ◽  
Erik Arntzen
Keyword(s):  
Conditional Discrimination ◽  
Stimulus Equivalence ◽  
Equivalence Classes ◽  
Preliminary Training ◽  
Typically Developing ◽  
Conditional Discriminations ◽  
Conditional Discrimination Training ◽  
Emergent Relations ◽  
Equivalence Class Formation ◽  
Reversed Order

AbstractIn the present study, two typically developing 4-year-old children, Pete and Joe, were trained six conditional discriminations and tested for the formation of three 3-member equivalence classes. Pete and Joe did not establish the AC relation within 600 trials and were given two conditions of preliminary training, including naming of stimuli with two different stimulus sets. Pete started with preliminary training with common naming of stimuli, followed by conditional-discrimination training and testing for emergent relations, and continued with preliminary training on individual naming of stimuli, followed by the same training and testing as described previously. Joe experienced the same conditions but in reversed order. Pete responded in accordance with equivalence in the second round in the condition with common naming. In the first round of testing in the condition with individual naming, he responded in accordance with equivalence. In the condition with individual naming, Joe did not respond in accordance with stimulus equivalence but established all of the directly trained relations during training. In the condition with common naming, he responded in accordance with equivalence in the first round of testing. The results from the experiment support earlier findings that both common and individual naming could facilitate the emergence of equivalence classes.

Interactions among Emergent Relations during Equivalence Class Formation

1992 ◽  
Vol 45 (2b) ◽  
pp. 125-138 ◽  
Author(s):  
Lanny Fields ◽  
Barbara J. Adams ◽  
Sandra Newman ◽  
Thom Verhave
Keyword(s):  
College Students ◽  
Equivalence Class ◽  
Equivalence Classes ◽  
Class Formation ◽  
Successful Performance ◽  
Emergent Relations ◽  
Additional Intervention ◽  
Serial Testing ◽  
Equivalence Tests ◽  
Equivalence Class Formation

The interactions among symmetry, transitivity, and equivalence tests during the formation of 3-member equivalence classes were studied with 14 college students. After training AB and BC, a test with BA, CB, AC, and CA was conducted concurrently. Failure led to serial testing with probes for CA equivalence, BA symmetry, CA equivalence, CB symmetry, CA equivalence, AC transitivity, and CA equivalence. For five subjects, equivalence tests were passed immediately once BA and CB symmetry as well as AC transitivity had been induced. Thus, symmetry and transitivity were precursors for successful performance on equivalence tests. The conjoint function of symmetry and transitivity was assessed with the equivalence probes. As the equivalence probes were passed immediately, the presence of symmetry alone and transitivity alone were sufficient for their conjoint function without additional intervention. For different subjects, transitivity alone and symmetry were induced either directly with BA, CB, or AC probes or indirectly with equivalence probes. Equivalence probes can also induce various combinations of symmetry and transitivity. Thus, different subjects formed classes in various patterns at different rates.

scholarly journals A Developmental Analysis of Children’s Equivalence-class Formation and Disruption

2018 ◽  
Vol 1 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Carol Pilgrim ◽  
Rebecca Click ◽  
Mark Galizio
Keyword(s):  
Equivalence Class ◽  
Conditional Discrimination ◽  
Equivalence Classes ◽  
Class Formation ◽  
Matching Task ◽  
Preliminary Training ◽  
Reversal Training ◽  
Older Children ◽  
Age Related ◽  
Equivalence Class Formation

Developmental differences in children’s conditional discrimination learning, equivalenceclass formation, and equivalence-class disruption were investigated in two experiments. In Experiment 1, children between 2 and 9 years of age demonstrated age-related differences across a series of preliminary training steps, such that time to acquisition was more variable for younger than for older children on an initial identity matching and category matching task. However, uponcompletion of the preliminary training, there were no age-related differences in time to acquisition of the two arbitrary conditional discriminations that would serve as the basis for equivalence-class formation, nor were there differences in time to demonstrate stable equivalence classes (Experiment 2). Also in Experiment 2, children between 2 and 14 years of age were exposed to a potential challenge to the demonstrated equivalence classes; the reinforcement contingency for theAC conditional discrimination was reversed (i.e., given A1, A2 or A3, reinforcers were produced by selecting C2, C3, or C1 respectively). While there was little change in performance on reflexivity or BA symmetry tests following the challenge, age-related differences were obtained for CA symmetry and combined tests for equivalence. The older children were more likely to demonstrate an orderly change in equivalence-class membership consistent with the reversal training, while the younger children showed either little change or substantial disruption in their equivalence patterns. These data are considered in relation to more traditional investigations of children’s category formation, as well as their implications for the study of equivalence-class formation and flexibility.

Transfer of Social Attributions in Stimulus Equivalence Classes by Preschool Children

1997 ◽  
Vol 80 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Mark Egli ◽  
Beth Joseph ◽  
Travis Thompson
Keyword(s):  
Preschool Children ◽  
Antisocial Behavior ◽  
Equivalence Class ◽  
Stimulus Equivalence ◽  
Computer Game ◽  
Equivalence Classes ◽  
Antisocial Behaviors ◽  
Conditional Discriminations ◽  
Response Options ◽  
Social Attributions

The transfer of social attributions within stimulus-equivalence classes comprised of photographs of children was examined. Five children (mean age: 4 yr., 2 mo.) were taught conditional discriminations sufficient for the emergence of two 3-member equivalence classes (A1-B1-C1 and A2-B2-C2). Social attributions were established by using two photographs to identify fictional children who could facilitate (B1) or prevent (B2) the participant's reinforcement on a computer game. Transfer of attribution was assessed by asking the participants questions regarding predicted social behaviors by children in all six photographs. One set of questions pertained explicitly to the response-options of the computer game; a second set referred to other prosocial and antisocial behaviors. Three children chose photographs in response to questions consistent with their experience with members B1 and B2 of the shared equivalence class when the questions pertained to the computer game. One subject also selected photographs in response to questions about predicted prosocial and antisocial behavior which reflected her experience with the B1 and B2 photographs.

scholarly journals Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

2020 ◽  
Vol 43 (3) ◽  
pp. 469-485
Author(s):  
Erik Arntzen ◽  
Jon Magnus Eilertsen
Keyword(s):  
Discrimination Training ◽  
Conditional Discrimination ◽  
Stimulus Equivalence ◽  
Nutritional Content ◽  
Conditional Discriminations ◽  
Conditional Discrimination Training ◽  
Food Items ◽  
Adult Participants ◽  
Equivalence Class Formation ◽  
Sorting Test

Abstract Twenty-two adult participants, assigned to three conditions, were trained nutrition knowledge (i.e., carbohydrate values) for different food items. In a stimulus sorting test, the participants were asked to sort stimuli (names of food items) into one of three different ranges of carbohydrate values ("less than 20", "20–40", "more than 40" gram per 100 gram). Conditional-discrimination training and testing followed the sorting test, and finally, a postclass formation sorting test of the stimuli used in the conditional-discrimination training. The conditional-discrimination training used tailored stimuli, that is, the food items that each of the participants categorized incorrectly in the sorting test. Participants exposed to Conditions 1 and 2 were trained on six conditional discriminations and tested for the formation of three 3-member classes. Conditions 2 and 3 had a “don’t know” option together with the three different ranges of carbohydrate values in the sorting for tailoring the stimuli. Participants exposed to Condition 3 trained were trained on 12 conditional discriminations and tested for the formation of three 5-member classes. The main findings showed that all but one of the participants responded correctly on at least one test for equivalence class formation and sorted the stimuli correctly in the postclass formation sorting test.

Enhancing equivalence class formation by pretraining of other equivalence classes

1997 ◽  
Vol 47 (1) ◽  
pp. 69-96 ◽  
Author(s):  
Dawn M. Buffington ◽  
Lanny Fields ◽  
Barbara J. Adams
Keyword(s):  
Equivalence Class ◽  
Equivalence Classes ◽  
Class Formation ◽  
Equivalence Class Formation
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