Download or read book Comparison of Stimulus Equivalence Class Formation Using Visual Stimuli with One Or Two Discriminative Dimensions written by Michael Graff Alspaugh and published by . This book was released on 1993 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Arbitrary Conditional Discrimination and Stimulus Equivalence with Young Children Within the Classroom Setting written by Emily Leonard and published by . This book was released on 2015 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current series of experiments investigated the formation of equivalence classes with young children in classroom settings. Nine visual stimuli were divided into three groups (A, B, and C) each containing three stimuli (A1, A2, A3, B1, B2, B3, C1, C2, C3). All participants were pretested on all possible stimulus-stimulus relations. Then conditional discrimination training was used to teach a few stimulus-stimulus relations (i.e., the AB and AC relations). Following training, participants were posttested on all stimulus-stimulus relations to determine if untrained relations emerged indicating the formation of equivalence classes. Experiment 1 demonstrated the emergence of stimulus-stimulus relations consistent with stimulus equivalence among stimuli from the third-grade science curriculum of a boy with autism. Experiment 2 was a systematic replication of Experiment 1 with six third-graders. Finally, Experiment 3 replicated the findings of Experiment 2 with kindergarten students. Results indicated the emergence of match-to-sample performances, suggesting that these methods could be applied both as an efficient primary teaching technique and as a remediation technique for young children in the classroom setting.
Download or read book A Comparison of Naming and Fixed ratio Training on the Emergence of Stimulus Equivalence Classes written by Yors Alexander Garcia Olaya and published by . This book was released on 2006 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of the present study was compare two procedures for facilitating the emergence of equivalence classes in college students. In one condition, participants were first taught to give class-consistent names to the stimuli, which would subsequently be conditionally related. In a second condition, participants were first taught to emit common fixed ratio responses in the presence of stimuli, which would subsequently be conditionally related. After this training, participants completed conditional discrimination training, followed by equivalence testing. Results suggest that simple discrimination training facilitated the acquisition of functional equivalence between stimuli and that name and FR conditions were equally effective in facilitating the emergence of stimulus classes. In addition, the findings suggest that naming is not necessarily necessary for class formation.
Download or read book Stimulus Equivalence written by Sara Tepaeru Minster and published by . This book was released on 2005 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perception of Stimulus Relations written by Hayne W. Reese and published by Academic Press. This book was released on 2013-10-22 with total page 403 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Perception of Stimulus Relations: Discrimination Learning and Transposition focuses on the processes, methodologies, and approaches involved in discrimination learning and transposition. The book first offers information on stimulus equivalence, transposition of paradigms, and the transposition and relation perception problems. The manuscript then examines measurement, training, subject, and test variables. Topics include stimulus and procedural variables, effect of direction of transposition test, phylogenetic comparisons, concept knowledge, and speed of original learning. The publication elaborates on form transposition, including transposition of visual forms and the meaning of form and form transposition. The text then takes a look at relational and absolute theories, summary of findings and evaluation of theories, and outline of a theory of transposition. Discussions focus on assumptions and basic deductions, effect of absolute stimulus components, effect of noticing change in stimuli from training to test, and stimulus similarity. The book is a valuable source of data for readers interested in discrimination learning and transposition.
Download or read book Handbook of Research Methods in Human Operant Behavior written by Kennon A. Lattal and published by Springer Science & Business Media. This book was released on 2013-11-21 with total page 665 pages. Available in PDF, EPUB and Kindle. Book excerpt: A host of special methodological issues arise in any discussion of research on human behavior. This practical new volume addresses many of those questions with 19 superb contributions from leading experts in the field. The text evaluates specific strategies and techniques used in laboratory settings, including - reinforcement and punishment - stimulus control - behavioral pharmacology - and methodologies concerning verbal and social behavior, among others. The book includes 135 illustrations and a notable Appendix that offers the APA's ethical guidelines for research with human subjects.
Download or read book On the Further Exploration of Interactions Between Equivalence Classes and Analytic Units written by Stefanie S. Stancato and published by . This book was released on 2016 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sidman's (2000) theory of stimulus equivalence predicts an interaction between the development of analytic units and the development of equivalence relations. Previous research has documented these interactions (stewart, Barnes-Holmes, Roche, & Smeets, 2002; Vaidya & Brackney, 2014), therefore the current study attempted to replicate the effects seen in Vaidya & Brackney, 2014 (Experiment 2). Baseline conditional discriminations were trained for two sets of three, three-member classes, while participants simply observed stimuli in the third set which was arranged identical to those of Sets 1 and 2. Following equivalence tests where performance met the accuracy criterion of 85% for Sets 1 and 2, participants then entered a simple successive discrimination training phase where common responses were then trained with an equivalence class (pressing the Q key in the presence of A1, B1, or C1), cross equivalence classes (pressing the R key in the presence of A4, A5, or A6), or for stimuli where the participants had experience with them, but the contingencies were never arranged to facilitate equivalence class formation. Results showed a facilitative effect for common responses drawn from within equivalence classes (Set 1), and a retardation effect for common responses drawn from across equivalence classes (Set 2), for three of the five participants. Results for Set 3 showed an acquisition that fell intermediate to that of Sets 1 and 2, respectively, suggesting an interaction occurring between existing equivalence relations and the development of analytic units.
Download or read book Enhanced Equivalence Class Formation by Prior Discrimination Training written by Robert W. Travis and published by . This book was released on 2013 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This experiment documented the effects of manipulating the type, mastery criterion, and overtraining used during prior discrimination training on the likelihood of subsequent equivalence class formation. Seven groups of college students attempted to form two, 3-node, 5-member equivalence classes (ABCDE) using the simultaneous protocol. In the PIC condition, the A, B, D, and E stimuli were nonsense syllables while the C stimuli were pictures of common objects. In all other conditions, the stimuli were nonsense syllables. In the ABS condition, no prior discrimination training was conducted. In all remaining groups, some discrimination training was conducted with the C stimuli before participants attempted to form equivalence classes. In the 84-0-0 condition, participants received simultaneous discrimination training with the C stimuli. In the 84-5-0, 84-20-0, 84-20-100, and 84-20-500 conditions, participants received simultaneous and successive discrimination training but different numbers of successive discrimination trials were presented across groups. Ten percent and 85% formed classes (yield) in the ABS and PIC conditions. Simultaneous discrimination training alone produced a slight increase in yield relative to no discrimination training. Combined simultaneous and successive training produced a greater increase in yield than did simultaneous training only. Yields following increases in pre-class formation successive discrimination training remained stable around 50% until 500 overtraining trials were conducted, at which point, the yield was similar to that obtained when a meaningful picture was used as a member of an equivalence class. Thus, the class-enhancing properties of meaningful stimuli can be replicated by providing a considerable amount of overtraining of one behavioral function served by a meaningful stimulus.
Download or read book Conditional Discriminative Functions of Meaningful Stimuli and Enhanced Equivalence Class Formation written by Roxana I. Nedelcu and published by . This book was released on 2014 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two experiments explored how the formation of two 3-node, 5- member equivalence classes by college students was influenced by the prior acquisition of conditional discriminative functions by one of the abstract stimuli, designated as C, in the class. In Experiment 1, participants in the GR-0, GR-1, and GR-5 groups attempted to form classes after mastering 0, 1 or 5 conditional relations between C and abstract stimuli that were not included in the to-be-formed classes. Participants in the GR-many group attempted to form classes that contained four abstract stimuli and one meaningful, familiar picture that served as the C stimulus. In Experiment 1, the percentage of participants who formed classes in the GR-0, -1, and -5 groups was a direct function of the number of conditional relations that C formed with other stimuli in preliminary training, with the GR-5 group producing a yield similar to that produced when a meaningful picture was the C stimulus (i.e., in the GR-many condition). Two factors differentiated GR-1 and GR-5 pre-training: the number of conditional relations trained to C, and the number of training trials in the presence of the C stimuli. Experiment 2 found that the increase in yield produced by GR-5 was due to number of trained C-based relations and not to the amount of training. Furthermore, Experiment 2 showed that enhancement of class formation after GR-1 pre-training is not improved by linking the C stimulus with a meaningful picture instead of a meaningless stimulus. These results along with recently published research support the view that the class enhancing effect of meaningful stimuli can be attributed to their acquired conditional discriminative and simple discriminative functions, in addition to their connotative and denotative functions.
Download or read book Cumulated Index Medicus written by and published by . This book was released on 1987 with total page 1196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Equivalence Class Formation Within Single and Combined Stimulus Dimensions written by Richard Edward Laitinen and published by . This book was released on 1992 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1992 with total page 830 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 21st Century Psychology A Reference Handbook written by Stephen F. Davis and published by SAGE. This book was released on 2008 with total page 1073 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highlights the most important topics, issues, questions, and debates in the field of psychology. Provides material of interest for students from all corners of psychological studies, whether their interests be in the biological, cognitive, developmental, social, or clinical arenas.
Download or read book Rule Governed Behavior written by Steven C. Hayes and published by Springer. This book was released on 2012-06-02 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Animal learning and human learning traditions have been distinguishable within psychology since the start of the discipline and are to this day. The human learning wing was interested in the development of psychological functions in human organisms and proceeded directly to their examination. The animal learning wing was not distinguished by a corresponding interest in animal behavior per se. Rather, the animal learners studied animal behavior in order to identify principles of behavior of relevance to humans as well as other organisms. The two traditions, in other words, did not differ so much on goals as on strategies. It is not by accident that so many techniques of modem applied psychol ogy have emerged from the animal laboratory. That was one of the ultimate purposes of this work from the very beginning. The envisioned extension to humans was not just technological, however. Many animal researchers, B. F. Skinner most prominently among them, recognized that direct basic research with humans might ultimately be needed in certain areas but that it was wise first to build a strong foundation in the controlled environment of the animal laboratory. In a sense, animal learning was always in part a human research program in development.
Download or read book Stimulus Class Formation in Humans and Animals written by T.R. Zentall and published by Elsevier. This book was released on 1996-10-24 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stimulus class formation has been studied independently by two groups of researchers. One group has come out of a learning theory approach, while the second has developed out of a behavior analytic tradition. The purpose of the present volume is to further establish the ties between these two research areas while allowing for differences in approach to the questions asked. The book is loosely organized around four themes. The first two sections deal with what constitutes functional and equivalence classes in animals and humans. In the third section, the authors attempt to identify stimulus control variables that contribute to the formation of equivalences classes. The last section deals with the complex issue of the role of verbal behavior in equivalence classes. The goal of the book is to provide the reader with a better understanding of the current state of research and theory in stimulus class formation. It is also hoped that it will stimulate research into how and under what conditions, stimulus classes can form.
Download or read book Verbal Behavior written by Burrhus Frederic Skinner and published by New York : Appleton-Century-Crofts. This book was released on 1957 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities written by Ruth Anne Rehfeldt and published by New Harbinger Publications. This book was released on 2009-04-02 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Copublished with Context Press Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills. The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.
