Stimulus equivalence is a behavioral approach to the analysis of the "meaning" of stimulus sets. The formation of threemember (A-7B-7C) stimulus equivalence classes was used to investigate the effects of three different sets of sample and comparison stimuli on emergent behavior. The three stimulus sets were composed of sexually explicit words, sexually ambiguous words, and a third category of neutral words. Forty-one female and male subjects participated in a modified matching-to-sample experiment. Using a mixed crossover design, subjects received training and emergent relationship training in the three stimulus set conditions, controlling for serial order effects. Results revealed a significant interaction between the formation of stimulus equivalence classes and stimulus "meaning ," indicative of consistently biased responding in favor of reaching criterion responding more slowly for the sexually explicit words. Results were examined in the context of an analysis of the importance of stimulus "meaning" on behavior, and the relation of stimulus "meaning" to behavioral and cognitive theories, with special appraisal given to the influence of sexually related discriminative stimuli on behavior.Stimulus equivalence can be defined as a relationship between two things such that one of those things may be substituted for (or come to take the place of) the other in a particular setting and not significantly alter the situation; that is, they come to evoke the same or nearly the same response. Stimulus equivalence is a behaviorally based approach to exploring and understanding how humans process the relationships between these things-these symbolic stimuli-a process traditionally viewed as cognitive in nature but for which behavioral response patterns do emerge.Stimulus equivalence is concerned with both verbal behavior and rule-governed behavior of humans (Plaud, 1995). Utilizing a conditional
Stimulus equivalence is a behavioral approach to analyzing the "meaning" of stimulus sets and has an implication for clinical psychology. The formation of three-member (A --> B --> C) stimulus equivalence classes was used to investigate the effects of three different sets of sample and comparison stimuli on emergent behavior. The three stimulus sets were composed of Rational-Emotive Behavior Therapy (REBT)-related words, non-REBT emotionally charged words, and a third category of neutral words composed of flower labels. Sixty-two women and men participated in a modified matching-to-sample experiment. Using a mixed cross-over design, and controlling for serial order effects, participants received conditional training and emergent relationship training in the three stimulus set conditions. Results revealed a significant interaction between the formation of stimulus equivalence classes and stimulus meaning, indicating consistently biased responding in favor of reaching criterion responding more slowly for REBT-related and non-REBT emotionally charged words. Results were examined in the context of an analysis of the importance of stimulus meaning on behavior and the relation of stimulus meaning to behavioral and cognitive theories, with special appraisal given to the influence of fear-related discriminative stimuli on behavior.
The present study investigated whether gender-based differences in the rating of sexual words still exist in the late 1990s. Men and women evaluated 400 English-language words on the characteristics of sexual charge and sexual ambiguity. Data gathered from these ratings were compared with other factors such as religious involvement, sexual experience, sex guilt, and social desirability. Men and women did not differ in their sexual ratings of the list. However, because the list contained a large number of words that had no sexual content at all, gender differences were examined for ratings of a sample of 30 sexually ambiguous words. As hypothesized, men rated these words as significantly more sexual than women. Significant gender differences were found on a number of sexuality and personality measures. Women were more religious than men, and religiosity was significantly correlated with most of the other measures. Women also had higher social desirability scores, which implies that they may have been responding in a socially desirable manner and were not completely honest. Overall, gender differences followed gender-oriented stereotypes: (a) Women have greater sexual guilt than men, (b) women are less sexually arousable or more "erotophobic," and (c) women are less comfortable answering questions about their sexuality and rating words.
Stimulus equivalence is a behavioral approach to analyzing the "meaning" of stimulus sets and has an implication for clinical psychology. The formation of three-member (A r B r C) stimulus equivalence classes was used to investigate the effects of three different sets of sample and comparison stimuli on emergent behavior. The three stimulus sets were composed of Rational-Emotive Behavior Therapy (REBT)-related words, non-REBT emotionally charged words, and a third category of neutral words composed of flower labels. Sixty-two women and men participated in a modified matching-to-sample experiment. Using a mixed cross-over design, and controlling for serial order effects, participants received conditional training and emergent relationship training in the three stimulus set conditions. Results revealed a significant interaction between the formation of stimulus equivalence classes and stimulus meaning, indicating consistently biased responding in favor of reaching criterion responding more slowly for REBTrelated and non-REBT emotionally charged words. Results were examined in the context of an analysis of the importance of stimulus meaning on behavior and the relation of stimulus meaning to behavioral and cognitive theories, with special appraisal given to the influence of fear-related discriminative stimuli on behavior.
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