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| International Symposium - Derive that!: New Procedures and Approaches to the Study of Derived Relational Responding |
| Sunday, May 25, 2008 |
| 4:00 PM–5:20 PM |
| Metra |
| Area: EAB/VBC; Domain: Basic Research |
| Chair: Simon Dymond (Swansea University) |
| CE Instructor: Simon Dymond, Ph.D. |
| Abstract: New procedures and approaches to the study of derived relational responding are presented. Multiple stimulus relations of same, opposite, more-than, and less-than, as well as equivalence (coordination) relations were studied using novel procedures with a range of human participants, ranging from young children to adults. The effectiveness of the different procedures will be assessed in terms of (i) overall yields on tests for derived relations, (ii) facilitative effects on other domains (e.g., IQ), and (iii) suitability for use in neuroscience-based research. |
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| The Relational Completion Procedure: A New Way of Training and Testing Same and Opposite Relational Frames. |
| SIMON DYMOND (Swansea University), Robert Whelan (University College Dublin) |
| Abstract: Match-to-sample (MTS) is the preferred procedure for training and testing for derived relations. There are, however, several limitations to MTS procedures, which are particularly pertinent to researchers studying multiple stimulus relations. In the present paper, a new type of experimental procedure is described, called the Relational Completion Procedure (RCP). The RCP employs drag-and-drop responding, the stimuli are displayed from left to right, and five comparisons are presented, among other features. In order to test the efficacy of the RCP for training and testing same and opposite relational frames, a direct comparison with MTS was undertaken. Across two experiments with a total of 48 participants, number of trials to criterion was lower, and probability of successful emergence of combinatorially entailed same and opposite relations was far greater, for participants who were exposed to the RCP. |
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| Training and Assessment of Relational Precursors and Abilities (TARPA): An RFT Protocol for Training and Assessment of Language Skills. |
| IAN T. STEWART (National University of Ireland, Galway), John D. McElwee (HASD), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: This paper describes the TARPA (Training & Assessment of Relational Precursors and Abilities). This is a computer-based protocol, based on the theoretical and empirical insights of Relational Frame Theory (RFT), which has been designed to enable the systematic assessment and training of the key skills involved in flexible relational framing, which RFT sees as the critical ability underlying language and cognition. This paper will provide a detailed description of each of the stages of the TARPA and will then briefly discuss issues relevant to the use of and future development of this protocol. |
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| Rapid Acquisition and Generalization of Relational Skills among School Children Using an Innovative Combination of the REP and Yes/No Procedures. |
| SARAH N. O'CONNOR (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth) |
| Abstract: The current paper will outline the findings of an experiment designed to test the utility of a combined REP and Yes/No procedure for delivering multiple exemplar relational training to school children. Five experimental subjects were exposed to intensive multiple exemplar training for Same/Opposite and More/Less responding using a series of novel stimulus sets and a combination of the REP and a Yes/No procedure. All subjects showed improvements in Same/Opposite responding across novel stimulus sets. Subsequently, subjects rapidly met a pre-determined response accuracy criterion for More/Less responding using novel stimuli. A control group required more blocks to reach the mastery criterion on novel stimulus sets for both Same/Opposite and More/Less tasks. These findings suggest that relational skills can be established and generalized across novel stimulus sets using this novel relational training procedure. |
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| A One-comparison: Same/different Procedure with a Difference. |
| DAVID W. DICKINS (University of Liverpool) |
| Abstract: This behavioral camel was designed by a committee of behavior analysts and cognitive neuropsychologists as part of an fMRI study of stimulus equivalence. In the first of twelve study phases 3 groups of 8 subjects simply watched 12 pairs of stimuli presented successively. In the following response phase a SAME or a DIFFERENT response was required to each of the pairs, with half the pairs remaining correct (=same as the study phase) and the other half randomly reassorted amongst themselves. There was no feedback after individual trials. If one or more responses had been incorrect subjects were returned to a reiteration of the preceding study phase. After a response phase without error they went to the next study phase with twelve new pairs of stimuli. Then the whole cycle was repeated twice, starting with response phases each time, enabling subjects to bypass some study phases. The groups were then given slightly different instructions before receiving repeated cycles of equivalence test trials with no feedback or programmed consequences. Consistent behaviour under demonstrably strong control emerged, the ‘yield’ of subjects showing choices consistent with equivalence increasing with increasing degrees of explicitness in the instructions. |
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