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| Int'l Symposium - Topics in Stimulus Equivalence: Terminology, Problem Solving, and Resistance to Change |
| Sunday, May 29, 2005 |
| 9:00 AM–10:20 AM |
| Boulevard C (2nd floor) |
| Area: EAB; Domain: Basic Research |
| Chair: Marta Leon (West Virginia University) |
| Discussant: Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: The first presentation addresses the current use of terminology in the stimulus-relations literature. It is noted that the variation of this terminology may difficult communication with those outside the area and lead to misunderstandings among those within the area, slowing the progress of lines of research and theoretical discussions. The terminology is discussed and potential improvements in the specificity and universality of the descriptions are suggested. The second presentation examines the effects of two types of instructions on stimulus equivalence. Subjects received baseline training for potential equivalence classes, and those with deficient performance received either strategic instructions describing a general approach to earn reinforcement, or tactical instructions describing a specific response pattern. Accuracy increased after presentation of strategic instructions. The role of tests for stimulus equivalence as problem-solving situations is discussed.The third presentation proposes a method to study resistance to change of stimulus-stimulus relations. The principle of behavioral momentum is used to predict that responding in accordance to stimulus classes is a function of the reinforcement rate used during training. The advantages of such methodology to extend the generality of the behavioral momentum research are discussed. |
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| Terminology in the Stimulus-Relations Literature |
| CHRISTY A. ALLIGOOD (West Virginia University), Harold E. Lobo (West Virginia University), Philip N. Chase (West Virginia University) |
| Abstract: Current terminology in the stimulus-relations literature varies between articles and laboratories. This variation may make publications difficult to read for those outside the area of stimulus relations and the discipline of behavior analysis, in some cases resulting in disregard for the importance of such writings. In addition, variations in terminology may contribute to misunderstandings among researchers in the area, slowing the progress of lines of research and theoretical discussions. In light of these potential difficulties, it seems worthwhile for behavior analysts interested in stimulus relations to carefully consider the terminology used to describe experimental arrangements and variables of interest. This paper will discuss current terminology and potential improvements in the specificity and universality of descriptions in this important research area. |
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| The Instructional Control of Performance on Emergent Stimulus Relations |
| HAROLD E. LOBO (West Virginia University), Philip N. Chase (West Virginia University) |
| Abstract: This presentation addresses the effects of two types of instructions on performance during tests for the properties of stimulus equivalence. Six female undergraduate students completed a linear-series baseline training procedure with three potential equivalence classes from among 15 Chinese characters. Subjects with deficient performance during testing for emergent relations were randomly presented with either one of two types of instructions. Three subjects received strategic instructions and the remaining subjects received tactical instructions. A tactical instruction describes a specific pattern of responding that efficiently produces correct responses; whereas a strategic instruction specifies a general approach conveying information critical for the occurrence of correct responding. Further testing on emergent relations followed instructional training. Response accuracy increased after presentation of strategic instructions. Differences across nodal distance and stimulus class are also evaluated with respect to accuracy and speeds of responding to comparison stimuli. Results are also discussed in the context of understanding the tests for stimulus equivalence as arranging problem-solving situations whose solutions are demonstrated by the emergence of untrained conditional discriminations. Particular attention is paid to equivalence tests (combined transitivity and symmetry probes), which may represent problem solving where independent repertoires are blended as a solution. |
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| Resistance to Change and Stimulus Equivalence Tasks |
| MARTA LEON (West Virginia University), Philip N. Chase (West Virginia University) |
| Abstract: The principle of behavioral momentum predicts that, if a behavioral disruptor is applied to two ongoing responses, the response maintained by high reinforcement rates will be more resistant to change than the response maintained by lower reinforcement rates. If the implications of this principle are applied to responding on a stimulus equivalence task, the prediction would be that responding in accordance to the stimulus classes is a function of the reinforcement rate used to maintain responding on those classes. Using a stimulus equivalence task to examine this prediction has the advantage of potentially extending the generality of the behavioral momentum principle to the area of control by conditional stimuli and to the examination of the persistence of response accuracy as the main dependent variable. Furthermore, stimulus equivalence tasks allow examining the resistance to change not only of the trained conditional discriminations, but also of responding to the properties of symmetry, transitivity, and equivalence that emerge from those conditional discriminations. |
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