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| Variables that Influence Equivalence Classes, Linked Perceptual Classes, and Partially Elaborated Generalized Equivalence Classes |
| Monday, May 30, 2005 |
| 1:30 PM–2:50 PM |
| Boulevard A (2nd floor) |
| Area: EAB; Domain: Basic Research |
| Chair: Lanny Fields (Queens College, City University of New York) |
| Abstract: This symposium includes four presentations, One paper illustrates how training structure influences the formation of equivalence classes and class formation for participant of different ages. Another paper illustrates how the inclusion or exclusion of baseline trials influences the formation of generalized equivalence classes, on a 100%-0% basis. A third paper illustrates how the failure of equivalence class formation can be attributed to a failure to generalize a transitivity repertoire from the stimuli in one domain to the stimuli in another domain that were used as the members of the putative equivalence classes.. Finally, the last paper shows that a linked perceptual.class acts as function transfer network, as do other categories. |
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| The Non-effect of Transitivity Induction on Equivalence Class Formation |
| MICHAEL E. MARROQUIN (Queens College, City University of New York), Lanny Fields (Queens College, City University of New York), Danielle Tittelbach (Queens College, City University of New York), Erica Doran (Queens College, City University of New York) |
| Abstract: A trace stimulus-pairing/ yes-no procedure was used to establish equivalence classes among sets of stimuli that consisted of nonsense syllables. In this procedure, a sample was presented, was remove, and a single comparison is then presented. If the two were from the same set, pressing a YES key was correct. If they are from different sets, pressing a NO key was correct. During training, AB and BC relations were established by reinforcing the YES response in the A1-B1, A2-B2, B1-C1, and B2-C2 trials, and reinforcing the NO response in the A1-B2, A2-B1, B1-C2, and B2-C1 trials.Class formation was evaluated with emergent relations probes that were presented in the same format. For example, the transitivity probes for which the YES response was correct were A1-C1 and A2-C2, while the transitivity probes for which the NO response was correct were A1-C2 and A2-C1. 50% of subjects formed equivalence classes. The others did not, all of which were based on failures of transitivity. This finding replicated those reported by Fields et al (1996). To solve the problem, we induced a generalized transitivity repertoire with a multiple exemplar training and testing procedure that used many new sets of A, B, and C stimuli, all of which were glyphs. Subjects were given AB and BC training with one set of glyphs and then given AC transitivity tests. If failed, AC was trained, If passed, AB and BC training was conducted with another new set of glyphs. The cycle of AB/BC training-AC testing, and optional AC training was repeated until subjects passed the transitivity tests for three consecutive set of new stimuli, which defined the presence of a generalized transitivity repertoire. Thereafter subjects were given AB and BC training with the original nonsense syllables and were then presented with the original AC probes with the nonsense syllables. Subjects still did not pass the transitivity tests. These results cannot be attributed to the absence of a transitivity repertoire since it was demonstrated with many glyphs sets. It would appear, then, that the failure was due to a lack of generalization of the transitivity repertoire from the glyphs to the nonsense syllables. Perhaps, other failures of equivalence class formation can also be attributed to the absence of generalization of symmetry and transitivity repertoires among stimulus sets found in the natural environment to the rather arbitrary stimuli used in experimental settings, as proposed by Fields and Reeve (2002). |
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| The Effect of Baseline Priming on the Formation of Generalized Equivalence Classes |
| PATRICIA A. MOSS-LOURENCO (Queens College, City University of New York), Lanny Fields (Queens College, City University of New York) |
| Abstract: The stimuli in perceptual classes A` and B` do not resemble each other. If a conditional discrimination is established between Xa, one stimulus in perceptual class A`, and Bx, one stimulus in perceptual class B`, all of the stimuli in the A` and B` classes will occasion the selection of each other, and will be functioning as members of a single linked perceptual class A`=B`. If another conditional discrimination is then established between Bx and a C, a third stimulus that does not resemble the stimuli in the A` or B` classes, C will become related to all of the stimuli in the A` and B`classes. I.e., the A`, B`, and C stimuli would be functioning as a partially elaborated generalized equivalence class, A`=B`=C. When the entire procedure was conducted in the same session, all subjects formed partially elaborated generalized equivalence classes. When the linked perceptual classes are expanded in a subsequent session, class expansion did not occur for any subjects if the session began with Bx-C training. In cotrast, class expansion occurred for all subjects if Bx-C training was preceded by Ax-Bx retraining. Ax-Bx retraining showed the conditional discriminations to be intact. Thus, the inclusion of Ax-Bx retraining acted to prime the expansion of linked perceptual classes to partially elaborated generalized equivalence classes. |
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| Transfer of Responding in Linked Perceptual Classes |
| MICHELLE C. GARRUTO (Queens College, City University of New York), Lanny Fields (Queens College, City University of New York) |
| Abstract: The stimuli in perceptual classes A` and B` do not resemble each other. If a conditional discrimination is established between Xa, one stimulus in perceptual class A`, and Bx, one stimulus in perceptual class B`, all of the stimuli in the A` and B` classes will occasion the selection of each other, and will be functioning as members of a single linked perceptual class A`=B`. According to this set of measurements, the classes are defined in terms of a selection based performances conducted in a matching to sample format. Once formed, and defined in this manner, other categories such as perceptual classes, equivalence classes, and generalized equivalence classes also come act as function transfer networks. A response trained to one class member are occasioned with very high probabilities by the other class members. The present report will describe the transfer of responding among the members of linked perceptual classes. After the establishment of two linked perceptual class, A1`=B1` and A2`=B2`, one member of each class, A1x and A2x were used as Sds for different keyboarding responses. After discrimination training, many other stimuli in the A` and B` classes were presented separately and under extinction conditions. In each case, the response trained to A1x was also evoked by new stimuli in the A1`-B1` class only, and the response trained to A2x was also evoked by new stimuli in the A2`-B2` class only. In addition, the likelihood of responding did not differ among Ax and the other stimuli in the A`-B` class. These results demonstrated that linked perceptual classes act as function transfer networks, as do the stimuli in other categories. |
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| The Establishment of Equivalence Classes with One-to-Many and Many-to-One Training Structures by Children, Youths, and Adults |
| ERIK ARNTZEN (Akershus University College ) |
| Abstract: There have been some discrepancies in the literature about the outcome of different training structures and some have argued that the different probabilities reported in the literature of obtaining equivalence after baseline training with MTO (many-to-one) and OTM (one-to-many) protocols could be attributed to individual differences. Therefore, the present study was set up to investigate the responding in accord with equivalence as a function age. Different age groups of participants were tested for equivalence indicative responding after MTO and OTM training protocols. The participants which did not respond in accord with equivalence were given training with delayed matching to sample (3 s) and retested with a new set of stimuli, but following the original training protocol. |
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