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Schlinger HD, Blakely E. A mediational theory of equivalence relations and transformation of function. J Exp Anal Behav 2024. [PMID: 39118281 DOI: 10.1002/jeab.4204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 07/20/2024] [Indexed: 08/10/2024]
Abstract
In this article, we describe a mediational theory of emergent or derived relations resulting from matching-to-sample procedures that produce equivalence and transformation of function. According to a mediational theory, behaviors that occur at the time of reinforcement mediate subsequent behavioral relations referred to as "derived" or "emergent." Such relations have been documented for decades in studies using mostly matching-to-sample procedures with humans and nonhumans. In both verbal human and nonhuman participants, the mediating behaviors consist of differential responding to the sample stimulus. In humans, such behaviors are mostly, but not necessarily, verbal; in nonhumans they include a variety of sample-specific responses, sometimes called "coding." The proposed mediational theory, based only on the four-term contingency and the basic principles of operant learning, makes specific predictions and explains results from a broad range of experiments. There are at least three important implications of a mediational theory. First, if by "derived" or "emergent" one means untrained or unreinforced, then derived relations may not exist. Second, if there are no derived relations, then theories of such relations may not be necessary. Third, a mediational theory of relational responding has potentially important implications for clinical practice.
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Yoon JS, Greer RD, Virk M, Fienup DM. The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: a Systematic Replication. Anal Verbal Behav 2023; 39:86-98. [PMID: 37397134 PMCID: PMC10313582 DOI: 10.1007/s40616-023-00181-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/18/2023] [Indexed: 03/30/2023] Open
Abstract
Although many neurotypical children acquire untaught word-object relations incidentally from naturally occurring environmental experiences, many children with and without developmental disabilities require specific intervention. This study examined the effects of rotating listener (match and point) and speaker (tact and intraverbal-tact) responses with added echoics during multiple exemplar instruction (MEI) with training sets of stimuli on the acquisition of Incidental Bidirectional Naming (Inc-BiN). Listener-speaker MEI procedures reported in Hawkins et al. European Journal of Behavior Analysis, 10(2), 265-273, (2009) were replicated with procedural modification, new instructors, and new participants (four preschoolers with and without disabilities). The listener-speaker MEI with added echoics consisted of rotating across four response operants: match-with-echoics, point-with-echoics, tact, and intraverbal-tact responses. We measured the establishment of Inc-BiN through the number of the correct untaught listener (point) and untaught speaker (intraverbal-tact) responses for untaught stimuli during the listener-speaker MEI with added echoics. We found that listener-speaker MEI with added echoics was effective in establishing Inc-BiN for 3 of 4 participants.
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Affiliation(s)
- Jessica S. Yoon
- Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027 USA
| | - R. Douglas Greer
- Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027 USA
| | - Maninder Virk
- Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027 USA
| | - Daniel M. Fienup
- Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027 USA
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Reaction Times and Observing-Responses in Equivalence Classes: Cognitive Processing and Fluency. PSYCHOLOGICAL RECORD 2022. [DOI: 10.1007/s40732-022-00519-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Naming of Stimuli in Equivalence Class Formation in Children. Anal Verbal Behav 2021; 37:77-96. [PMID: 34395167 PMCID: PMC8295430 DOI: 10.1007/s40616-021-00143-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2021] [Indexed: 11/05/2022] Open
Abstract
In 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.
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Gallant EE, Reeve KF, Reeve SA, Vladescu JC, Kisamore AN. Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1772] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Emily E. Gallant
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Kenneth F. Reeve
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Sharon A. Reeve
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Jason C. Vladescu
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - April N. Kisamore
- School of Education Hunter College of City University of New York New York City New York USA
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Vaidya M, Niland H. Do common elements predict class merger: A test of Sidman's theory of equivalence. J Exp Anal Behav 2020; 115:272-283. [PMID: 33319371 DOI: 10.1002/jeab.659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Accepted: 11/24/2020] [Indexed: 11/08/2022]
Abstract
The study presented here investigated the effect of common and uncommon elements on class merger as predicted by Sidman in his reconceptualization of stimulus equivalence suggesting that common elements among contingencies can facilitate emergent performances (1994, 1997, 2000). Eight adult participants were exposed to a procedure that arranged for stimulus-reinforcer correlations in Phase 1 and response-reinforcer correlations in Phase 2 of a 3-phase study. In the common element group, the visual images serving as reinforcers were the same in Phase 1 and Phase 2. In the uncommon elements group, the images serving as reinforcers were different in Phases 1 and 2. In Phase 3, participants were given an opportunity to respond but no feedback was programmed. The results showed that participants' responding was well differentiated in the common element group and undifferentiated in the uncommon elements group. These results are predicted by Sidman's revised formulation of the provenance and scope of equivalence relations. Specifically, these data support Sidman's (1994, 1997, 2000) suggestion that elements of a contingency enter into an equivalence class and common elements among contingencies are sufficient to produce class mergers. The findings highlight an emergent simple discrimination and raise some interesting considerations about the definition of equivalence under the new formulation.
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Affiliation(s)
- Manish Vaidya
- Department of Behavior Analysis, University of North Texas
| | - Haven Niland
- Department of Behavior Analysis, University of North Texas
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Morgan GA, Greer RD, Fienup DM. Descriptive Analyses of Relations among Bidirectional Naming, Arbitrary, and Nonarbitrary Relations. PSYCHOLOGICAL RECORD 2020. [DOI: 10.1007/s40732-020-00408-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Yield as an Essential Measure of Equivalence Class Formation, Other Measures, and New Determinants. PSYCHOLOGICAL RECORD 2020. [DOI: 10.1007/s40732-020-00377-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Ribeiro DM, Miguel CF. Using multiple-tact training to produce emergent visual categorization in children with autism. J Appl Behav Anal 2020; 53:1768-1779. [PMID: 32056206 DOI: 10.1002/jaba.687] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2018] [Accepted: 11/26/2019] [Indexed: 11/11/2022]
Abstract
Previous research has shown that children with autism spectrum disorder (ASD) can categorize visual stimuli without direct training when they can also tact these stimuli using a common name and behave as listeners in relation to this name. However, children usually learn to assign objects specific names prior to learning the category to which they belong. The current study replicated previous research and evaluated whether multiple-tact training would establish visual categorization (measured by a picture sorting test) and listener behavior. We used a nonconcurrent multiple baseline design across 2 children with autism spectrum disorder. After multiple-tact training, we assessed whether participants would visually categorize stimuli based on their common category name. Both participants categorized and engaged in the corresponding listener behavior.
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Affiliation(s)
- Daniela M Ribeiro
- Universidade Federal de Alagoas and Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE)
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Hawkins E, Gautreaux G, Chiesa M. Deconstructing Common Bidirectional Naming: A Proposed Classification Framework. Anal Verbal Behav 2018; 34:44-61. [PMID: 31976214 PMCID: PMC6702485 DOI: 10.1007/s40616-018-0100-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Conceptually, the use of the technical term naming appears to be a broad term that describes several subtypes of emergent verbal behavior. Miguel (The Analysis of Verbal Behavior, 32, 125-138, Miguel, 2016) introduces the concept of subtypes of naming, specifically common bidirectional naming and intraverbal bidirectional naming. He defines common bidirectional naming as "the process of different stimuli evoking the same speaker and listener behaviour and becoming members of the same class" (p. 130). A review of the literature on common bidirectional naming yielded some ambiguities related to differences in how researchers in the field defined naming. This article suggests that common bidirectional naming may be further dissected to yield six subtypes of naming. We aligned previous research on emergent verbal behavior with a unified taxonomy as part of a larger proposed classification framework on naming. The impact of identifying the subtypes of common bidirectional naming on skill acquisition and curriculum design is discussed. Finally, recommendations are made for future research based on this framework.
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Affiliation(s)
- Emma Hawkins
- Jigsaw CABAS® School, Building 20, Dunsfold Park, Stovolds Hill, Cranleigh, Surrey GU6 8TB UK
| | - Grant Gautreaux
- College of Education, Nicholls State University, Thibodaux, LA USA
| | - Mecca Chiesa
- Tizard Centre, University of Kent, Canterbury, Kent CT2 7NF UK
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Moustakis IS, Mellon RC. Transitivity as Skinnerian problem solving controlled by self-constructed relational stimuli. J Exp Anal Behav 2018; 110:451-473. [DOI: 10.1002/jeab.473] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Accepted: 09/11/2018] [Indexed: 11/07/2022]
Affiliation(s)
| | - Robert C. Mellon
- Panteion University of Social and Political Sciences; Athens Greece
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Silva RA, Debert P. Go/no-go procedure with compound stimuli with children with autism. J Appl Behav Anal 2017; 50:750-755. [DOI: 10.1002/jaba.421] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2015] [Accepted: 02/14/2017] [Indexed: 11/08/2022]
Affiliation(s)
- Rafael Augusto Silva
- Universidade de São Paulo Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE)
| | - Paula Debert
- Universidade de São Paulo Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE)
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The processing of positional information in a two-item sequence limits the emergence of symmetry in baboons (Papio papio), but not in humans (Homo sapiens). Learn Behav 2017; 46:67-78. [DOI: 10.3758/s13420-017-0290-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Dickins DW, Bentall RP, Smith AB. The Role of Individual Stimulus Names in The Emergence of Equivalence Relations: The Effects of Interpolated Paired-Associates Training of Discordant Associations Between Names. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395908] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Holth P, Arntzen E. Symmetry Versus Sequentiality Related to Prior Training, Sequential Dependency of Stimuli, and Verbal Labeling. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395271] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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An Interaction of Instructions and Training Design on Stimulus Class Formation: Extending The Analysis of Equivalence. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395909] [Citation(s) in RCA: 59] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Differential Probability of Equivalence Class Formation Following a One-To-Many Versus a Many-To-One Training Structure. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395456] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Arntzen E. Probability of Equivalence Formation: Familiar Stimuli and Training Sequence. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395474] [Citation(s) in RCA: 60] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Smeets PM, Barnes-Holmes D. Auditory-Visual and Visual-Visual Equivalence Relations in Children. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395522] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Vie A, Arntzen E. Talk-Aloud Protocols during Conditional Discrimination Training and Equivalence Class Formation. Anal Verbal Behav 2017; 33:80-97. [PMID: 30854288 PMCID: PMC6387745 DOI: 10.1007/s40616-017-0081-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
The primary focus of the present experiment was to study participants' self-talk during conditional discrimination training and test for the emergence of conditional relations consistent with equivalence. Eighteen adult participants were exposed to either a Many-to-One (MTO) or a One-to-Many (OTM) training structure arranged as a 6-s delayed matching-to-sample (DMTS) procedure. During training and testing, participants were asked to talk aloud. Each trial was divided into three time-windows for recording vocal responses. The first time-window was when the sample was presented, the second time-window was the delay following the offset of the sample stimulus until the onset of the comparisons, and the final time-window was when the comparison array was presented. Overall, participants in the OTM condition talked more than participants in the MTO condition. The participants exposed to MTO increased talking during the third time-window from last part of training to test more than the participants in the OTM condition. For 16 of the 18 participants, talking aloud was less than 55% in the second time-window (during the delay). Conversely, talking in the first and third time-windows were higher than 90% in both groups. Thus, it seems that talking is affected by the shift from training to testing to a greater degree when exposed to MTO than OTM. Furthermore, the data indicate that the participants did not need to talk aloud during the delay to respond correctly on DMTS trials.
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Affiliation(s)
- Aleksander Vie
- Department of Behavioral Science, Oslo and Akershus University College, St. Olavs Plass, PO Box 4, 0130 Oslo, Norway
| | - Erik Arntzen
- Department of Behavioral Science, Oslo and Akershus University College, St. Olavs Plass, PO Box 4, 0130 Oslo, Norway
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Smeets PM, Schenk JJ, Barnes D. Establishing Transfer from Identity to Arbitrary Matching Tasks Via Complex Stimuli Under Testing Conditions: A Follow-Up Study. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395142] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Teaching Equivalence Relations to Individuals with Minimal Verbal Repertoires: Are Visual and Auditory-Visual Discriminations Predictive of Stimulus Equivalence? PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395506] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Holth P, Arntzen E. Reaction Times and the Emergence of Class Consistent Responding: A Case for Precurrent Responding? PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395358] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395738] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Establishing Equivalence Relations Using a Respondent-Type Training Procedure. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395192] [Citation(s) in RCA: 86] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Exemplar Training and a Derived Transformation of Function in Accordance with Symmetry. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395400] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Verbs and Verb Phrases as Instructional Stimuli in the Control of Stimulus-Equivalence Effects. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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The Role of Verbal Behavior, Stimulus Nameability, and Familiarity on the Equivalence Performances of Autistic and Normally Developing Children. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395649] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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A comparison of Match-to-Sample and Respondent-Type training of equivalence classes. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395493] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Kato OM, de Rose JC, Faleiros PB. Topography of Responses in Conditional Discrimination Influences Formation of Equivalence Classes. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395614] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Langsdorff LC, Domeniconi C, Schmidt A, Gomes CG, das Graças de Souza D. Learning by exclusion in individuals with autism and Down syndrome. ACTA ACUST UNITED AC 2017; 30:9. [PMID: 32026984 PMCID: PMC6963997 DOI: 10.1186/s41155-017-0064-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2017] [Accepted: 04/19/2017] [Indexed: 12/27/2022]
Abstract
This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.
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McLay L, Church J, Sutherland D. Variables affecting the emergence of untaught equivalence relations in children with and without autism. Dev Neurorehabil 2016; 19:75-87. [PMID: 24784794 DOI: 10.3109/17518423.2014.899649] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE This study examined the formation of equivalence classes among children with ASD and typically developing children. DESIGN A single-subject AB and BA design was used. METHODS Two of the six equivalence relations were taught. Participants were then tested to determine whether the remaining four equivalence relations were acquired without teaching. Half of the children were taught naming responses first, then selecting responses. Half were taught in the reverse order. RESULTS Five out of 10 participants with ASD demonstrated the emergence of all four untaught relations. The remaining five participants showed variability. Nine of the 10 typically developing children demonstrated emergence of all untaught relations. Variation in teaching conditions had no significant effect on outcomes. CONCLUSIONS Many children with ASD are capable of generalising to untaught equivalence relations. The results fail to support the claim that acquisition of naming responses is a pre-requisite for the emergence of untaught equivalence relations.
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Affiliation(s)
- Laurie McLay
- a School of Health Sciences, University of Canterbury , Christchurch , New Zealand and
| | - John Church
- b School of Psychology, University of Canterbury , Christchurch , New Zealand
| | - Dean Sutherland
- a School of Health Sciences, University of Canterbury , Christchurch , New Zealand and
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Carp CL, Petursdottir AI. Intraverbal naming and equivalence class formation in children. J Exp Anal Behav 2016; 104:223-40. [PMID: 26676181 DOI: 10.1002/jeab.183] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2015] [Accepted: 11/19/2015] [Indexed: 11/11/2022]
Abstract
Six typically developing children between 5 and 7 years of age underwent match-to-sample training to establish three-member equivalence classes after first acquiring a unique name for each stimulus. Horne and Lowe's (1996) naming hypothesis predicts that under those circumstances, match-to-sample training contingencies may establish intraverbal relations between the unique names, which in turn guide correct responses on a subsequent test for stimulus equivalence. Following training of baseline relations (AB and AC), participants received an equivalence test followed by an intraverbal test. Performance on the two tests co-varied, such that three participants passed both tests, and three participants failed repeated administrations of both tests, including a modified version of the equivalence test designed to promote intraverbal responding. The participants who failed the equivalence test, however, did so primarily due to poor performance in transitivity trials, but performed accurately in symmetry trials. After training of a third relation (BC), all three participants performed accurately in a symmetry test for the remaining untrained relations (BA, CA, and CB); two of them in the absence of relevant intraverbal repertoires.
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Categorization does not promote symmetry in Guinea baboons (Papio papio). Anim Cogn 2016; 19:987-98. [DOI: 10.1007/s10071-016-1003-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2015] [Revised: 03/29/2016] [Accepted: 05/26/2016] [Indexed: 10/21/2022]
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Ma ML, Miguel CF, Jennings AM. Training intraverbal naming to establish equivalence class performances. J Exp Anal Behav 2016; 105:409-26. [DOI: 10.1002/jeab.203] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2015] [Accepted: 03/12/2016] [Indexed: 11/05/2022]
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Abstract
The current study evaluated whether training intraverbal naming would be sufficient to establish visual-visual matching-to-sample (MTS) performances in college students. In the first experiment, we used a multiple-probe design across stimulus sets to assess whether six participants could match arbitrary visual stimuli (AB) after learning to tact their two experimentally defined classes (A' and B') and then intraverbally relate their names (i.e., "A' goes with B'"). All participants matched the stimuli accurately after training, as well as emitted the trained intraverbals. In the second experiment, we used a multiple baseline design across four participants to assess whether the same training would produce bi-directional intraverbals in the form of "B' goes with A'," and MTS performance consistent with symmetry (BA). All participants responded accurately during matching and intraverbal tests. Across both experiments, participants stated the trained intraverbals while performing the matching task. Results showed that MTS performance can be established solely by verbal behavior training.
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Miguel CF, Frampton SE, Lantaya CA, LaFrance DL, Quah K, Meyer CS, Elias NC, Fernand JK. The effects of tact training on the development of analogical reasoning. J Exp Anal Behav 2015; 104:96-118. [DOI: 10.1002/jeab.167] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2014] [Accepted: 07/29/2015] [Indexed: 11/10/2022]
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Arantes A, de Rose JC. High Probability of Equivalence Class Formation with Both Sample-S+ and Sample-S- Controlling Relations in Baseline. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0143-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Varelas A, Fields L. Induction of a Generalized Transitivity Repertoire Via Multiple-Exemplar Training and Staged Testing. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0129-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Ribeiro DM, Miguel CF, Goyos C. The effects of listener training on discriminative control by elements of compound stimuli in children with disabilities. J Exp Anal Behav 2015; 104:48-62. [DOI: 10.1002/jeab.161] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2014] [Accepted: 06/10/2015] [Indexed: 11/10/2022]
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Learning to write without writing: Writing accurate descriptions of interactions after learning graph-printed description relations. Learn Behav 2015; 43:354-75. [DOI: 10.3758/s13420-015-0184-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Arntzen E, Vie A. The Expression of Equivalence Classes Influenced by Distractors During DMTS Test Trials. ACTA ACUST UNITED AC 2015. [DOI: 10.1080/15021149.2013.11434453] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Kenny N, Barnes-Holmes D, Stewart I. Competing Arbitrary and Non-Arbitrary Relational Responding in Normally Developing Children and Children Diagnosed with Autism. PSYCHOLOGICAL RECORD 2014. [DOI: 10.1007/s40732-014-0042-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Delfs CH, Conine DE, Frampton SE, Shillingsburg MA, Robinson HC. Evaluation of the efficiency of listener and tact instruction for children with autism. J Appl Behav Anal 2014; 47:793-809. [DOI: 10.1002/jaba.166] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2013] [Accepted: 04/29/2014] [Indexed: 11/05/2022]
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Vallinger-Brown M, Rosales R. An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism. Anal Verbal Behav 2014; 30:148-59. [PMID: 27274976 PMCID: PMC4883523 DOI: 10.1007/s40616-014-0014-y] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
We examined two methods to facilitate the emergence of untaught intraverbal responses to children with autism. Listener behavior training (LT) involved reinforcement of a selection-based response following presentation of an array of pictures on an iPad® and an auditory instruction describing a characteristic of the picture. Stimulus pairing (SP) involved presentation of one picture in isolation on the iPad® and an auditory instruction describing a characteristic of the picture. Participants were not required to emit an overt vocal response during SP. Results indicate both procedures were effective at producing some untaught intraverbal responses, but a transfer of stimulus control procedure was required for two of the three participants to meet mastery criterion. Results are discussed in terms of necessary prerequisite skills for each procedure, and the requirement of an overt or echoic response to help facilitate the emergence of intraverbals.
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Affiliation(s)
| | - Rocío Rosales
- Department of Psychology, University of Massachusetts Lowell, 113 Wilder Street, Suite 300, Lowell, MA 01854 USA
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