Event-related potential correlates of emergent inference in human arbitrary relational learning

Adduction of untested derived stimulus relations depends on environmental complexity

The present research assessed adduction involving derived stimulus relations as a function of environmental complexity. In Group CA, four college students were trained with arbitrary-matching-to-sample discriminations that could have established four, 3-member stimulus classes. In Group EA, four other students were trained with discriminations that could have established four, 5-member classes. Neither group received derived-relations testing; instead, adduction was assessed immediately after the baseline discriminations were learned. The adduction assessment required participants to derive the untested CA (Group CA) or EA (Group EA) equivalence relations and combine them with their already learned math skills. All participants in Group CA showed above 90% accuracy during the adduction assessment, whereas only one of four Group EA participants responded in that manner. These results extend adduction to untested equivalence relations and clarify the environmental conditions under which such adduction is less likely to occur (i.e., with larger relational networks).

Electroencephalography (EEG) in the Study of Equivalence Class Formation. An Explorative Study

Teaching arbitrary conditional discriminations and testing for derived relations may be essential for understanding changes in cognitive skills. Such conditional discrimination procedures are often used within stimulus equivalence research. For example, the participant is taught AB and BC relations and tested if emergent relations as BA, CB, AC and CA occur. The purpose of the current explorative experiment was to study stimulus equivalence class formation in older adults with electroencephalography (EEG) recordings as an additional measure. The EEG was used to learn about whether there was an indication of cognitive changes such as those observed in neurocognitive disorders (NCD). The present study included four participants who did conditional discrimination training and testing. The experimental design employed pre-class formation sorting and post-class formation sorting of the stimuli used in the experiment. EEG recordings were conducted before training, after training and after testing. The results showed that two participants formed equivalence classes, one participant failed in one of the three test relations, and one participant failed in two of the three test relations. This fourth participant also failed to sort the stimuli in accordance with the experimenter-defined stimulus equivalence classes during post-class formation sorting. The EEG indicated no cognitive decline in the first three participants but possible mild cognitive impairment (MCI) in the fourth participant. The results suggest that equivalence class formation may provide information about cognitive impairments such as those that are likely to occur in the early stages of NCD. The study recommends replications with broader samples.

Cooperation came first: evolution and human cognition

Contextual behavioral perspectives on learning and behavior reside under the umbrella of evolution science. In this paper we briefly review current developments in evolution science that bear on learning and behavior, concluding that behavior is now moving to the center of evolution studies. Learning is one of the main ladders of evolution by establishing functional benchmarks within which genetic adaptations can be advantaged. We apply that approach to the beginning feature of human cognition according to Relational Frame Theory: derived symmetry in coordination framing. When combined with the idea that cooperation came before major advances in human cognition or culture, existing abilities in social referencing, joint attention, perspective-taking skills, and relational learning ensure that the behavioral subcomponents of symmetrical equivalence relations would be reinforced. When coordination framing emerged and came under arbitrary contextual control as an operant class, a template was established for the development of multiple relational frames and the emergence and evolutionary impact of human cognition as we know it. Implications of these ideas for translational research are briefly discussed.