The Psychological Record

Items from 1 to 6 out of 6 results

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

Training and Deriving Precalculus Relations: A Small-Group, Web-Interactive Approach

Jenny McGinty, Chris Ninness, Glen McCuller, Robin Rumph, more

The Psychological Record > 2012 > 62 > 2 > 225-242

A small-group, web-interactive approach to teaching precalculus concepts was investigated. Following an online pretest, 3 participants were given a brief (15 min) presentation on the details of reciprocal math relations and how they operate on the coordinate axes. During baseline, participants were tested regarding their ability to construct formulas for a diversified series of graphs. This was followed...

article

Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome

Priscila C. Grisante, Julio C. Rose, William J. McIlvane

The Psychological Record > 2014 > 64 > 2 > 195-208

We evaluated emergent stimulus-stimulus relations after two different training procedures. Participants were five typically developing preschool children and three individuals with Down syndrome. Experiment 1 used two-comparison matching to sample (MTS) to establish AB and BC relations. Experiment 2 used two-comparison and blank comparison MTS, each on 50 % of training trials, to establish AB and...

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

Basic Properties of Coherence: Testing a Core Assumption of Relational Frame Theory

Michael J. Bordieri, Karen Kate Kellum, Kelly G. Wilson, Kerry C. Whiteman

The Psychological Record > 2016 > 66 > 1 > 83-98

Introduction Relational frame theory contains a foundational assumption that coherence (i.e., making sense) is reinforcing for verbally competent humans. That is, it is assumed that humans relate ambiguous stimuli together because they have an extensive learning history where doing so resulted in both effective environmental action and socially mediated reinforcement (e.g., praise, positive attention)...

article

Effects of Between-classes Negative Relations Training on Equivalence Class Formation across Training Structures

Elberto A. Plazas, Carlos-Wilcen Villamil

The Psychological Record > 2016 > 66 > 3 > 489-501

This study compared three three-choice matching to sample (MTS) procedures on their probability to form equivalence relations for each of the three training structures: one to many (OTM), many to one (MTO), and linear series (LS). All three MTS procedures established the same within-class positive relations, but they differed in the number of between-class negative relations included in their baseline...

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The Psychological Record

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

Training and Deriving Precalculus Relations: A Small-Group, Web-Interactive Approach

Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome

Understanding Racial Attitudes through the Stimulus Equivalence Paradigm

Basic Properties of Coherence: Testing a Core Assumption of Relational Frame Theory

Effects of Between-classes Negative Relations Training on Equivalence Class Formation across Training Structures

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