Eye movements during conditional discrimination training and equivalence class formation

2018 ◽  
pp. 1-18 ◽  
Author(s):  
Steffen Hansen ◽  
Erik Arntzen
Keyword(s):  
Eye Movements ◽  
Discrimination Training ◽  
Equivalence Class ◽  
Conditional Discrimination ◽  
Class Formation ◽  
Conditional Discrimination Training ◽  
Equivalence Class Formation

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.

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.

A Comparison of Error-Correction Procedures Within Audio–Visual Conditional Discrimination Training

2018 ◽  
Vol 27 (4) ◽  
pp. 532-543
Author(s):  
James W. Moore ◽  
Kayla Russo ◽  
Angelina Gilfeather ◽  
Heather M. Whipple ◽  
Greg Stanford
Keyword(s):  
Error Correction ◽  
Discrimination Training ◽  
Conditional Discrimination ◽  
Conditional Discrimination Training ◽  
Error Correction Procedures

scholarly journals A FURTHER EVALUATION OF PICTURE PROMPTS DURING AUDITORY-VISUAL CONDITIONAL DISCRIMINATION TRAINING

2012 ◽  
Vol 45 (4) ◽  
pp. 737-751 ◽  
Author(s):  
Charlotte L. Carp ◽  
Sean P. Peterson ◽  
Amber J. Arkel ◽  
Anna I. Petursdottir ◽  
Einar T. Ingvarsson
Keyword(s):  
Discrimination Training ◽  
Conditional Discrimination ◽  
Conditional Discrimination Training ◽  
Picture Prompts
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