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35th Annual Convention; Phoenix, AZ; 2009

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Symposium #273
On Equivalence Relations
Sunday, May 24, 2009
3:00 PM–4:20 PM
North 226 AB
Area: EAB; Domain: Experimental Analysis
Chair: Erik Arntzen (Akershus University College)
Abstract: The first paper by Vaidya will present data from studies investigating the relation between stimulus discriminability and equivalence relations. The second paper by Fields et al. are going to describe a measurement instrument that documents attention to each of the elements in the graphs and descriptions of the graphs which represents the effects of two independent variables on some dependent variable. Thus, procedures that result in the formation of conditional relations between graphs and textual descriptions wherein participants attend to all six elements of each stimulus and thereby identify accurate and complete descriptions that correspond to the graphs. The third paper by Tomanari and Velasco is presenting their work on trying to assess symmetry and transitivity under reinforcement conditions. They have analyzed the acquisition of inter-related conditional discriminations during a training procedure that would supposedly establish stimulus classes according to the equivalence paradigm. The fourth paper by Arntzen et al. is concerned with different effects of titrating and fixed delays in delayed matching-to-sample and the subsequent responding during the equivalence tests.
 
Stimulus discriminability and equivalence relations
MANISH VAIDYA (University of North Texas)
Abstract: Conceptual and empirical analyses of conditional discrimination performances suggest that the successive and simultaneous discriminability of sample and comparison stimuli, respectively, is an important precursor in the development of accurate performances. The central role of conditional discrimination learning in the derived relations literature suggests that stimulus discriminability may also play an important role in the development of equivalence relations. Indeed, conceptual analyses have suggested that one mechanism for the superiority of the MTO training method is that it trains more of the discriminations necessary to pass tests for equivalence than either OTM or Linear training methods. This address will present data from studies investigating the relation between stimulus discriminability and equivalence relations. In some studies, subjects learned conditional relations consisting of simple, one-element stimuli or complex, two-element stimuli. In other studies, subjects learned conditional relations with a mix of simple and complex stimuli. The results show a slower rate of acquisition for conditional relations involving complex stimuli. These results will be related to the development of equivalence relations.
 
Attending to all elements of complex stimuli in conditional relations: Describing statistical interactions
LANNY FIELDS (Queens College, CUNY), Robert Travis (The Graduate Center and Queens College, City University of New York), Ivana Krstovska (Queens College, CUNY), Jack Spear (Queens College, CUNY)
Abstract: Interactions are described by viewing the effects of two independent variables on some dependent variable. They can be represented by a graph or with a textual description. Comprehension of the interaction can be inferred if an individual can select a description that corresponds to a graph and vice versa. That is, a conditional relation should exist between graphs and textual descriptions of given interactions. A complete and accurate description of an interaction requires the inclusion of at least six informational elements: the interactive relation between the effects of the two variables, the names of the two independent variables, the directional effects of the two independent variables and the name of the dependent variable. Identification of a complete description then requires attention to all six of the above mentioned elements in the graph and inclusion of corresponding language in the description. Conversely, the absence of all six correspondences implies that the participant is not attending to all of the elements in the graphs and descriptions. We will describe a measurement instrument that documents attention to each of the elements in the graphs and descriptions of the graphs. In addition, we describe procedures that result in the formation of conditional relations between graphs and textual descriptions wherein participants attend to all six elements of each stimulus and thereby identify accurate and complete descriptions that correspond to the graphs. The generality of this repertoire was evaluated by performances evoked by novel graphs and descriptions of interactions. Results have implications for the education of students in natural sciences and will also extend our understanding of the variables needed to induce attention to elements in and between complex stimuli.
 
Evaluating symmetry and transitivity during the acquisition of inter-related conditional discriminations
GERSON A. Y. TOMANARI (University of Sao Paulo), Saulo Missiaggia Velasco (University of São Paulo, Brazil)
Abstract: The use of extinction often interferes with the flow of responding in tests for emergent relations, particularly when non-human and mentally retarded people are subjects. In our Laboratory, we have worked on trying to assess symmetry and transitivity under reinforcement conditions. To do that, we basically analyze the acquisition of inter-related conditional discriminations during a training procedure that would supposedly establish stimulus classes according to the equivalence paradigm. In a particular research, for example, a matching-to-sample procedure involving 9 sets (ABC / DEF / GHI) of 4 stimuli each was employed. Four normal adults were exposed to the training of 48 conditional discriminations, out of which 24 were AB, BC, BA, CB, AC, CA (Sub- set 1); 16 were ED, FE, DF, FD (Sub-set 2); and finally 8 were GH e HI (Sub-set 3). These three sub-sets were compared in order to evaluate the mutual effects of the acquisition of inter-related conditional relations. Basic results showed that all subjects correctly responded to the symmetry and transitivity relations derived from the trained AB and BC relations in Sub-set 1 (that is, BA, CB, AC, CA) with higher frequency and earlier in training than they did to the corresponding relations in Sub-set 2 (that is ED, FE, DF e FD), which was derived from the non-trained relations DE and EF. Similarly, AB and BC relations in Sub-set 1 were faster acquired than the corresponding GH and HI relations in Sub-set 3. These data seem to demonstrate the possibility of evaluating symmetry and transitivity in conditions where extinction is not employed.
 
On titrating of delays in Delayed Matching-to Sample (DMTS) and Stimulus Equivalence (SE)
ERIK ARNTZEN (Akershus University College), Christoffer Eilifsen (Akershus University College), Manish Vaidya (University of North Texas)
Abstract: As far as the authors of the current paper have noticed no studies have been done with titrating delays in the delayed matching-to-sample and testing for stimulus equivalence. Therefore, the purpose of the current experiment was to (1) expand the literature on human behavior in studying the effects of titrating versus fixed delays, (2) study if the use of fixed and titrating delays would make any difference in subsequent responding on testing for emergent behavior, (3) study the effects of fixed and titrating delays on number of responses to criterion, and (4) study if fixed or titrating delays made in difference in reaction time to comparison stimuli in training and testing. In the current study, we have used three different delays 100 ms, 3000 ms, and 12000 ms both for the fixed and the titrating delays and 10 participants in each condition. For the conditions with fixed delays, the value of the delay was the same for all training trials. For the conditions with titrating delays all participants started with 0-sec delay and increased by intervals of 8 ms, 250 ms, and 1000 ms, respectively for the 100 ms, 3000 ms and 120000 ms. The titration was done in twelve equal steps until the upper limit of 100 ms, 3000 ms or 12000 ms was reached. Both the training of fixed and titrating delays were followed by testing for responding in accord with equivalence and during testing there was no delay, i.e., simultaneous presentation.
 

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