Previous studies have shown that, after being trained on A-B and A-C matching tasks, subjects match not only functionally-same Band C stimuli (stimulus equivalence), but also BC compounds with sameclass elements and BC compounds with different-class elements (equivalence-equivalence) . Similar performances are required in classical analogies (a : b :: c : d). Therefore, some researchers have argued that equivalence-equivalence can serve as a behavior analytic model for analogical reasoning. Recent studies, however, have shown that compounds with same-class elements and different-class elements have different discriminative (S+, S-) properties. Hence, matching of same discriminative functions may have occurred. The present study aimed to design an equivalence-equivalence test in which the designated correct performances cannot be attributed to a process other than matching functionally-same relations. In Experiment 1 , subjects were trained to relate X and Y stimuli to colors and X and l stimuli to forms. After equivalence was assessed (Y-Xl) , the subjects received an equivalence-equivalence test in which only compounds with same-class elements were used: an XY or Xl compound as sample and an XY and Xl compound as comparisons (e.g., X1Y1-X2Y2IX2Z2). All subjects passed the equivalenceequivalence test. However, as reported by 1 subject, and was later demonstrated in Experiment 2, these equivalence-equivalence tasks could be solved by matching functionally-same stimuli (e.g., Y1-color-Y2, hence Y1-Y2). Experiment 3 demonstrated that this problem also exists in classical analogy tasks. When given the analogy tasks used by Goswami and Brown (1990) , all subjects selected the correct dterm option on the basis of the b-term alone (equivalence) . In Experiment 4, the equivalence-equivalence test was further modified to permit differentiation of matching functionally-same relations from matching functionally-same stimuli. All 5 subjects readily matched functionally-same equivalence relations, thus evidenced equivalenceequivalence or analogical reasoning.Correspondence should be sent to Paul M. Smeets,
This research investigated emergent stimulus relations produced by match-to-sample tasks with compound samples and unitary comparisons. The study was a modified replication of the Markham and Dougher study (1993) and consisted of two experiments. Four adults participated in Experiment 1, and 12 6-to 11-year-old children in Experiment 2. Both experiments . involved the same training and testing sequence: Training of four AB-C relations (A 1 B1-C1, A2B2-C1, A 1 B2-C2, A2B1-C2), followed by C-AB tests
Previous research has shown that after training simple discriminations (A1+/A2-, B1+/B2-), bringing these tasks under conditional control (J1-A1, J2-A2) leads to transfer of discriminative control (J1+/J2-) and to generalized matching on the basis of same discriminative functions (e.g. J1-B1, J2-B2). The same occurs when conditional discriminations are trained (D1-E1, D2-E2; F1-G1, F2-G2). When the subjects are then trained to demonstrate correct relations (D1-E1, D2-E2) when given X1 and to demonstrate incorrect relations when given X2 (XD-E), transfer of discriminative control (X1+/X2-) and generalized matching on the basis of same discriminative functions emerges (e.g. X1F1-G1, X2F1-G2). The present study investigated if these performances are dependent on the training and/or testing order. In Experiment 1, the lower-order contingency tasks were trained before the higher-order contingency tasks (A1+/A2-, B1+/B2- before J-A, and D-E, F-G before XD-E). Half the subjects received the J-B test before the more complex XF-G test (Condition A), while for the other subjects, this testing order was reversed (Condition B). Finally, all subjects received additional tests in which they were given the opportunity to demonstrate the discriminative properties of the J and X stimuli (J1+/J2-, X1+/X2-), and to match the A, J, and X stimuli with newly introduced stimuli of same discriminative properties (e.g. J1-POLITE, J2-RUDE). Experiment 2 was the same except that the training order was reversed (J-A before A1+/A2-, B1+/B2-, and XD-E before D-E, F-G). The results were affected by the training order but not by the testing order. Transfer of discriminative functions and generalized matching on the basis of same functions only occurred reliably when the lower-order contingency tasks were trained first. A stimulus-control account of the data is offered.
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