The Psychological Record

Items from 1 to 20 out of 33 results

article

Assessment of the Relatedness of Equivalent Stimuli Through a Semantic Differential

Renato Bortoloti, Julio C. Rose

The Psychological Record > 2009 > 59 > 4 > 563-590

If stimulus equivalence is a model of meaning, abstract stimuli should acquire the meaning of meaningful stimuli equivalent to them. In Experiment 1, college students matched faces expressing emotions to arbitrary pictures, forming three classes of equivalent stimuli, each comprising an emotional expression and three arbitrary pictures. Semantic differential judgments by students who formed equivalence...

article

The Problem is not Learning: Facilitated Acquisition of Stimulus Equivalence Classes Among Low-Achieving college students

Amanda C. Adcock, Rhonda M. Merwin, Kelly G. Wilson, Chad E. Drake, more

The Psychological Record > 2010 > 60 > 1 > 43-55

The present study examines whether facilitated acquisition occurs in contexts when 1 stimulus in a class is emotionally evocative and the other stimuli are arbitrary or neutral. Undergraduates with high and low grade-point averages (GPA) completed a matching-to-sample task that resulted in the formation of 3 stimulus equivalence classes. Each class contained 2 arbitrary stimuli and 1 non- arbitrary...

article

Unique Outcome Expectations as a Training and Pedagogical Tool

Leh Woon Mok, Angeles F. Estevez, J. Bruce Overmier

The Psychological Record > 2010 > 60 > 2 > 227-247

The learning of the relations between discriminative stimuli, choice actions, and their outcomes can be characterized as conditional discriminative choice learning. Research shows that the technique of presenting unique outcomes for specific cued choices leads to faster and more accurate learning of such relations and has great potential to be developed into a training and pedagogical tool to help...

article

The Effects of Different Training Structures in the Establishment of Conditional Discriminations and Subsequent Performance on Tests for Stimulus Equivalence

Erik Arntzen, Terje Grondahl, Christoffer Eilifsen

The Psychological Record > 2010 > 60 > 3 > 437-461

Previous studies comparing groups of subjects have indicated differential probabilities of stimulus equivalence outcome as a function of training structures. One-to-Many (OTM) and Many-to-One (MTO) training structures seem to produce positive outcomes on tests for stimulus equivalence more often than a Linear Series (LS) training structure does. One of the predictions from the discrimination analysis...

article

Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes

Erik Arntzen, Torunn Lian

The Psychological Record > 2010 > 60 > 4 > 659-678

Earlier studies have shown divergent results concerning the use of familiar picture stimuli in demonstration of equivalence. In the current experiment, we trained 16 children to form three 3-member classes in a many-to-one training structure. Half of the participants were exposed first to a condition with all abstract stimuli and then to a condition with new abstract stimuli as samples and 3 picture...

article

Equivalent Stimuli are more Strongly Related after Training With Delayed Matching Than after Simultaneous Matching: A Study Using the Implicit Relational Assessment Procedure (IRAP)

Renato Bortoloti, Julio C. Rose

The Psychological Record > 2012 > 62 > 1 > 41-54

Bortoloti and de Rose (2009) found evidence that the level of functional transfer is higher in equivalence classes generated by delayed matching to sample (DMTS) than in classes generated by simultaneous matching (SMTS). We attempted to replicate these findings with the Implicit Relational Assessment Procedure (IRAP). Two experimental groups established two equivalence classes, each comprised of faces...

article

Titration of Limited Hold to Comparison in Conditional Discrimination Training and Stimulus Equivalence Testing

Erik Arntzen, Silje Haugland

The Psychological Record > 2012 > 62 > 2 > 243-261

Reaction time (RT), thought to be important for acquiring a full understanding of the establishment of equivalence classes, has been reported in a number of studies within the area of stimulus equivalence research. In this study, we trained 3 classes of potentially 3 members, with arbitrary stimuli in a one- to-many training structure in 5 adult participants, using a touch screen and software-based...

article

Effects of an Online Stimulus Equivalence Teaching Procedure on Research Design Open-Ended Questions Performance of International Undergraduate Students

Ana Carolina Sella, Daniela Mendonça Ribeiro, Glen W. White

The Psychological Record > 2014 > 64 > 1 > 89-103

The purpose of the present study was to assess if training in matching-to-sample (MTS) tasks would yield not only new MTS performance but also written topography-based responses involving research design names, definitions, notations, and examples in four international undergraduates. Thirty-six experimental stimuli—composed of nine research design names and their corresponding definitions, notations,...

article

Competing Arbitrary and Nonarbitrary Stimulus Relations: The Effect of Exemplar Training in Adult Participants

Neil Kenny, Sarah Devlin, Dermot Barnes-Holmes, Yvonne Barnes-Holmes, more

The Psychological Record > 2014 > 64 > 1 > 53-61

Background The current study sought to extend the work of Stewart et al. (The Psychological Record, 52, 77–88, 2002) by investigating the effects of differing histories with regard to color on participant’s equivalence test performances. Method Thirty-two university students were divided into four groups exposed to different training procedures, but all were subsequently exposed to an identical...

article

Effects of Stimulus Discriminability on Discrimination Acquisition and Stimulus-Equivalence Formation: Assessing the Utility of a Multiple Schedule

Adam H. Doughty, Kaitlyn P. Brierley, Kalon R. Eways, Rebecca M. Kastner

The Psychological Record > 2014 > 64 > 2 > 287-300

A multiple schedule was used to examine the effects of stimulus discriminability on discrimination acquisition in baseline and subsequent stimulus-equivalence formation. Six college students were exposed in two experiments to more or less discriminable stimuli across multiple-schedule components (reinforcer magnitude was unequal and equal in Experiments 1 and 2, respectively). For five of the six...

article

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Luis Antonio Pérez-González, Carlota Belloso-Díaz, María Caramés-Méndez, Benigno Alonso-Álvarez

The Psychological Record > 2014 > 64 > 3 > 509-526

This research explored some factors involved in the emergence of intraverbals as demonstrated by Pérez-González, Herszlikowicz, and Williams (2008) in three experiments. Eleven adults learned to say the chemical elements corresponding to two chemical groups (the A-B relations) and to say the atomic numbers of two elements (the B-C relations). Thereafter, we probed the relations that result from combining...

article

Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

Erik Arntzen, Richard K. Nartey, Lanny Fields

The Psychological Record > 2014 > 64 > 3 > 349-360

The inclusion of a meaningful stimulus in a set of abstract stimuli enhances the likelihood of forming an equivalence class with the set. Class enhancement effects can be due to the discriminative, conditional discriminative, and class-based behavioral functions served by the meaningful stimulus. This experiment determined whether acquisition of an identity conditional discriminative function by an...

article

Understanding Racial Attitudes through the Stimulus Equivalence Paradigm

Marilia Pinheiro Carvalho, Julio C. Rose

The Psychological Record > 2014 > 64 > 3 > 527-536

The present study investigated racial attitudes among children by means of the equivalence class paradigm. Four children that, during a pre-test with a matching-to- sample task associated negative symbols with the faces of black men, participated in the study. During training, the children learned to associate positive symbols with an abstract symbol and then the abstract symbol with pictures of black...

article

Stimulus Sorting: A Quick and Sensitive Index of Equivalence Class Formation

Lanny Fields, Erik Arntzen, Marie Moksness

The Psychological Record > 2014 > 64 > 3 > 487-498

Fifty college students were given standard matching-to-sample-based training and testing to form three 5-member equivalence classes that had linear series training structures (A→B→C→D→E). A matching to sample (MTS) based derived-relations test was used to assess the emergence of the classes. Thereafter, 15 cards, each of which contained one of the 15 stimuli in the classes, were given to the participants...

article

Performance by Older Adults on Identity and Arbitrary Matching-to-Sample Tasks

Hanna Steinunn Steingrimsdottir, Erik Arntzen

The Psychological Record > 2014 > 64 > 4 > 827-839

Conditional discrimination procedures have been widely used in the study of complex human behavior such as language and remembering. Examples of these procedures include identity and arbitrary matching-to-sample (MTS) tasks. Although identity matching is described as a prerequisite to arbitrary matching, it has been suggested that beginning with identity MTS tasks may interfere with responding on...

article

Interactions Between Equivalence Relations and the Development of Analytic Units

Manish Vaidya, Ryan J. Brackney

The Psychological Record > 2014 > 64 > 4 > 681-691

Two experiments investigated possible interactions between existing equivalence relations among stimuli and the acquisition of simple discriminations involving the same stimuli. During the first phase of Experiment 1, two adult humans learned two sets of six conditional relations among arbitrary visual stimuli designed to produce two independent sets of three, three-member equivalence classes (Set...

article

Effects of Training Structure and the Passage of Time on Trained and Derived Performance

Christoffer Eilifsen, Erik Arntzen

The Psychological Record > 2015 > 65 > 1 > 1-12

Conditional discriminations established using a linear series training structure were shown in a previous study to be intact when unreinforced trials assessing such performance were presented interspersed among stimulus equivalence test trials. Experimenter-defined correct performance on these trials was seen both for participants responding in accordance with stimulus equivalence and for some participants...

article

Equivalence Class Formation in Accuracy or Speed Conditions: Immediate Emergence, Adduction, and Retention

Erik Arntzen, Petur Ingi Petursson, Pedram Sadeghi, Christoffer Eilifsen

The Psychological Record > 2015 > 65 > 1 > 141-159

Six pairs of participants were matched from a pool of 26 participants based on their performance in pretraining for conditional discrimination. One participant from each pair completed either a speed or an accuracy condition in the conditional discrimination training by using an linear series (LS) structure to establish potentially three, 3-member classes. Initially, the speed participants completed...

article

Transfer of Three Functions of Contextual Stimuli in Conditional Discriminations

Luis Antonio Pérez-González, Eva Álvarez, Alba Calleja, Asunción Fernández, more

The Psychological Record > 2015 > 65 > 2 > 277-287

Transfer of three functions of contextual stimuli to novel conditional discriminations was explored in two experiments conducted with four adults each. In Experiment 1, we taught to select comparison B1 in the presence of sample A1 and comparison B2 in the presence of sample A2 (the AB conditional discrimination). Then, we presented X1 or X2 as a contextual stimulus; in the presence of X1, the same...

article

Exemplars and Categories Necessary for the Emergence of Intraverbals About Transitive Reasoning in Typically Developing Children

Carlota Belloso-Díaz, Luis Antonio Pérez-González

The Psychological Record > 2015 > 65 > 3 > 541-556

This research aimed to explore the effect of teaching Categories on the emergence of the intraverbals studied by Pérez-González, Herszlikowicz, and Williams ( The Psychological Record 58; 95–-129, 2008). Ten 6- and 7-year-old children were recruited and divided into 2 conditions. In Condition 1, 5 children learned intraverbals in which they had to say exemplars of 3 categories (e...

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The Psychological Record

Assessment of the Relatedness of Equivalent Stimuli Through a Semantic Differential

The Problem is not Learning: Facilitated Acquisition of Stimulus Equivalence Classes Among Low-Achieving college students

Unique Outcome Expectations as a Training and Pedagogical Tool

The Effects of Different Training Structures in the Establishment of Conditional Discriminations and Subsequent Performance on Tests for Stimulus Equivalence

Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes

Equivalent Stimuli are more Strongly Related after Training With Delayed Matching Than after Simultaneous Matching: A Study Using the Implicit Relational Assessment Procedure (IRAP)

Titration of Limited Hold to Comparison in Conditional Discrimination Training and Stimulus Equivalence Testing

Effects of an Online Stimulus Equivalence Teaching Procedure on Research Design Open-Ended Questions Performance of International Undergraduate Students

Competing Arbitrary and Nonarbitrary Stimulus Relations: The Effect of Exemplar Training in Adult Participants

Effects of Stimulus Discriminability on Discrimination Acquisition and Stimulus-Equivalence Formation: Assessing the Utility of a Multiple Schedule

Emergence of Complex Intraverbals Determined by Simpler Intraverbals

Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

Understanding Racial Attitudes through the Stimulus Equivalence Paradigm

Stimulus Sorting: A Quick and Sensitive Index of Equivalence Class Formation

Performance by Older Adults on Identity and Arbitrary Matching-to-Sample Tasks

Interactions Between Equivalence Relations and the Development of Analytic Units

Effects of Training Structure and the Passage of Time on Trained and Derived Performance

Equivalence Class Formation in Accuracy or Speed Conditions: Immediate Emergence, Adduction, and Retention

Transfer of Three Functions of Contextual Stimuli in Conditional Discriminations

Exemplars and Categories Necessary for the Emergence of Intraverbals About Transitive Reasoning in Typically Developing Children

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