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| Int'l Symposium - Derived Relational Responding and Non-Arbitrary Relations |
| Monday, May 30, 2005 |
| 9:00 AM–10:20 AM |
| Boulevard A (2nd floor) |
| Area: EAB; Domain: Basic Research |
| Chair: Ian T. Stewart (National University of Ireland, Galway) |
| Abstract: The theme of the current symposium is the relationship between derived (arbitrary) and non-arbitrary relational responding. The first three papers examine various aspects of the interference of non-arbitrary relational responding (NARR) with the emergence of arbitrary relational responding (ARR) in normally developing adults and children as well as in developmentally delayed children. The fourth paper is also concerned with NARR and derived relational responding but instead of examining the interference of NARR in the context of ARR such as equivalence, it explores the role of NARR as an important aspect of the learning history necessary for ARR. Paper 1 examines how prior training in transitivity can mitigate the effect of NARR on derived equivalence, as well as examining the effect of NARR on transitivity itself. The second paper examines inoculation against the NARR effect in one non arbitrary dimension by training alternative non-arbitrary dimensions. The third paper examines the effect of NARR on derived equivalence in the context of a population with Autistic Spectral Disorder. The fourth paper presents an investigation of second order contextual control over non-arbitrary relational responding, thus demonstrating a phenomenon that may be useful in diverse research projects that use derived relations-based protocols to model language. |
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| Stimulus Equivalence, Transitivity & Non-Arbitrary Relations |
| LORNA POWER (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: The theme of the current symposium is the relationship between derived (arbitrary) and non-arbitrary relational responding. The first three papers examine various aspects of the interference of non-arbitrary relational responding (NARR) with the emergence of arbitrary relational responding (ARR) in normally developing adults and children as well as in developmentally delayed children. The fourth paper is also concerned with NARR and derived relational responding but instead of examining the interference of NARR in the context of ARR such as equivalence, it explores the role of NARR as an important aspect of the learning history necessary for ARR. Paper 1 examines how prior training in transitivity can mitigate the effect of NARR on derived equivalence, as well as examining the effect of NARR on transitivity itself. The second paper examines inoculation against the NARR effect in one non arbitrary dimension by training incorporating alternative dimensions. The third paper examines the effect of NARR and derived equivalence in the context of a population with Autistic Spectral Disorder. The fourth paper presents an investigation of second order contextual control over non-arbitrary relational responding, thus demonstrating a phenomenon that may be useful in diverse research projects that use derived relations-based protocols to model language. |
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| Stimulus Equivalence, Non-Arbitrary Relations and Non-Arbitrary Relational Training |
| MARY CASSERLY (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: The inclusion in equivalence testing of color as a competing non-arbitrary relational response dimension has been shown to interfere with equivalence responding. This study extended previous analyses of this phenomenon by allowing training stimuli to vary along non-arbitrary dimensions other than color before exposure to the color equivalence test. Three groups of adults were trained and tested for the formation of three 3-member equivalence relations. Group 1 were trained using black and white stimuli and then tested with a color interference equivalence test in which the sample was always differently colored from the ‘equivalent’ comparison, but was the same color as one of the non-equivalent comparisons. This training and testing pattern was repeated three times using the same stimuli each time. Group 2 also received three sessions of black and white equivalence training followed by color equivalence testing. However, for this group, the training stimuli varied along the non-arbitrary dimensions of size, font and shape, respectively, in the three training sessions. For Group 3, the training stimuli varied along two non-arbitrary dimensions (e.g., both size and font) before each of the three testing sessions. Findings raised a number of issues for derived relational control, and these will be discussed. |
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| Exploring the Interfering Effects of Non-Arbitrary Relations on Derived Relational Responding in Children with a Diagnosis of Autism: A Possible Behavioral Methodology for Assessing Executive Function |
| NEIL KENNY (CABAS, Ireland), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Executive function (EF) is a subject rarely studied by behavior analysis. However, a recent study by Stewart, Barnes-Holmes, Roche, and Smeets (2002) reported a procedure that may be useful for analyzing EF. The procedure involved presenting tests for equivalence relations that included competing forms of non-arbitrary stimulus control. The study provided clear evidence of interference from the non-arbitrary stimulus relations in a normal adult population. Executive dysfunction is pervasive in children with autism (Pennington & Ozonoff, 1996), and affected subjects have also been found to demonstrate poor abstract reasoning, inflexible rule use, perserverative behaviors, cognitive inflexibility and poor attention. The aim of the present study was to explore the effects of conflicting non-arbitrary relations on the formation of derived relations using subjects with a diagnosis of autism. The study also sought to determine if exemplar training could be used to establish derived relational responding in the context of competing non-arbitrary stimulus relations and to determine if this training also served to reduce the interference effect across multiple stimulus dimensions. In general, exemplar training proved to be effective, and the implications of the data for educational interventions with autistic populations will be discussed. |
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| An Empirical Investigation of Contextual Control Over Non-Arbitrary Relational Responding |
| GILLIAN KELLY (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: This study provides an empirical demonstration and investigation of the Relational Frame Theory phenomena of Crel and Cfunc based contextual control. In Experiment 1, participants were trained to respond in accordance with relations of sameness and difference in the presence of two arbitrary shapes which were thus established as Crel cues for SAME and DIFFERENT relational responding respectively. Training using additional contextual cues was then provided in order to induce transformations of function along particular stimulus dimensions (e.g., size), thus establishing Cfunc control. Following this training, participants were then successfully tested for generalization of Cfunc control in which a novel Cfunc stimulus cue came to control transformation of function along a novel stimulus dimension. Expt. 2 demonstrated control via compounds of the Crel and Cfunc cues shown in Experiment 1. Experiment 3 demonstrated the generalization of Cfunc control to an alternative pattern of relational responding. Participants were first trained and tested for More Than / Less Than responding. They then successfully completed tests for Cfunc control over the transformation of function in accordance with More than / Less than relations. The implications of these findings are discussed and directions for future research are explored. |
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