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| International Paper Session - Verbal Behavior and Matching-to-Sample: Some Considerations |
| Sunday, May 25, 2008 |
| 9:00 AM–9:50 AM |
| Stevens 4 |
| Area: VBC |
| Chair: Karen Michelle O'Brien (University of North Texas) |
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| A Comparison of Paired-stimulus (Respondent) and Matching-to-sample Procedures in the Formation of Derived Equivalence Relations. |
| Domain: Applied Research |
| JENNIFER M. KINLOCH (University of Waikato), Mary Foster (University of Waikato), James McEwan (University of Waikato) |
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| Abstract: The respondent type procedure (paired-stimulus) and matching-to-sample have both been demonstrated as methods by which derived equivalence relations can be formed. However, only two studies have compared the relative effectiveness of the two procedures (Leader & Barnes-Holmes, 2001; Clayton and Hayes, 2004), and these studies gave conflicting findings. The aim of Experiment 1 of the present study was to compare the effectiveness of these two methods, using the procedure outlined in Experiment 1 by Leader and Barnes-Holmes (2001), but employing the stimuli (Chinese characters) used by Clayton & Hayes (2001). Additionally, this study extended those previously by comparing participants who reported being able to name the Chinese characters with participants that could not name the characters. Experiment 1 did not find consistently in favour of one procedure over another. Therefore, Experiment 2 involved a direct replication of the study by Leader and Barnes-Holmes (2001). The results of these two, and one further experiment, will be presented. |
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| The Matching-to-Sample Procedure: A Culturally Sensitive Measure of Cognitive Ability? |
| Domain: Applied Research |
| KAREN MICHELLE O'BRIEN (University of North Texas) |
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| Abstract: Racial and ethnic group differences in performance on standard cognitive ability tests have long challenged psychologists and psychometricians to create bias free measures (Helms, 1992). Use of standardized cognitive ability testing in U.S. public schools has historically resulted in inappropriate special education placement for many minority children (Coutinho & Oswald, 2000). Children of limited English proficiency are doubly impacted, given the consensus in the literature that administration of tests in English is inappropriate for individuals whose first language is not English (Saenz & Huer, 2003). Results from the current study suggest alternative means of measuring intelligence for this population. Verbal performance on the Wechsler Abbreviated Scale of Intelligence (WASI; Psychological Corporation, 1999) for a sample of 5 college students with limited English proficiency was significantly lower than the verbal performance for a sample of native English speakers. Interestingly, these two groups did not differ in their performance on a matching-to-sample task designed to measure verbal behavior as defined by Relational Frame Theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001). |
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