A Derived Transfer of Simple Discrimination and Self‐reported Arousal Functions in Spider Fearful and Non‐spider‐fearful Participants

Smyth, Sinéad; Barnes‐Holmes, Dermot; Forsyth, John P.

doi:10.1901/jeab.2006.02-05

Cited by 43 publications

(38 citation statements)

References 42 publications

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“…As for the evaluative function, studies by Barnes-Holmes et al (2000) aforementioned, Dack, Reed, and McHugh (2010;see also Dack, McHugh, &Reed, 2009), andSmyth, BarnesHolmes, andForsyth (2007) seem the closest evidence to the derived transfer of the EC effect. With their focus on examining the conditions under which molar versus molecular aspects of various schedules of reinforcement determine EC and its transfer, Dack et al (2010) showed that participants used nonsense words that had been previously established in an equivalence class with words good and useless to categorize two color circles in whose presence participants were provided with consequences under different schedules of reinforcement.…”

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Derived relations and generalized alteration of preferences

Jiménez

Dougher²,

Luciano

2012

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The present study examined the role of derived relations in the generalizability of the evaluative conditioning effect. Healthy university students participated. Four geometrical shapes were first established as discriminative stimuli for the contingent presentation of pictograms (B1, B2, C1, and C2, respectively). We then assessed the reinforcing properties of B1 versus B2, and C1 versus C2 by using simultaneous discrimination tasks: at baseline (baseline assessment), after pairing B1 with aversive slides plus noise and B2 with pleasant slides (test I), and after employing equivalence training and testing to establish B1 as equivalent to C1 and B2 as equivalent to C2 (test II). Most participants (82 %) in the experimental condition, as compared with the control conditions (17 % and 10 %), selected the discriminative shapes for B2 (test I) and C2 (test II) on most trials, replicating and extending previous findings. Subsequently, the geometrical shapes were established as equivalent to the letters X, Y, W, and Z, respectively, which then served as antecedent stimuli in simultaneous discrimination tasks as before (test III). As was expected, only participants in the experimental condition showed preference for the novel letters that were established as equivalent to B2-producing and C2-producing shapes. These findings suggest that the evaluative conditioning effect may extend far beyond the stimulus being de/valuated and narrow the behavioral repertoire.Keywords Transfer of functions . Derived generalization . Evaluative conditioning . Consequence devaluation . Key selection . Humans Just as the mythical Greek King Midas turned everything he touched into gold, an affectively relevant learning experience may alter a person's previous preferences in diverse life domains. The observed change in liking that is due to the pairing of stimuli has been regarded as an evaluative conditioning (EC) effect (De Houwer, 2007). EC is a form of Pavlovian conditioning in which a neutral stimulus is paired with an affective stimulus and, as a result, the valence of the neutral stimulus changes. The effects have been observed with a number of measures of liking based on Likert scale ratings and reaction time.Research on EC can be traced back to the early 1950s, but it was the seminal study by Staats and Staats (1957) that stimulated further research on the applications of EC in several domains (for an overview, see De Houwer, Thomas, & Baeyens, 2001). Staats and Staats showed that participants' responses to a semantic differential scale (pleasantness vs. unpleasantness) were significantly modified after secondorder classical conditioning in which nonsense syllables (CS2) were paired with socially established conditioned stimuli (CS1), such as pretty, healthy, stupid, disgusting (CS2 ➔ CS1). Nonsense syllables paired with positive words were evaluated as more pleasant than nonsense syllables paired with negative words. Subsequent research focused on the possible boundary conditions of EC. Within this line, Tryon and Cicero ...

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confidence: 85%

Derived relations and generalized alteration of preferences

Jiménez

Dougher²,

Luciano

2012

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“…Specifically, Smyth, Barnes-Holmes, and Forsyth (2006) showed that when a stimulus from an equivalence frame was paired with film clips of spider-attack scenes not only did the directly paired stimuli acquire fear functions, but so too did the other stimuli in the relational frame, although they were never directly paired with the spider stimuli. Critically, the levels of fear that were involved in the transformation of function were moderated by the participants' self-reported levels of spider-fear.…”

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The Implicit Relational Assessment Procedure (IRAP) as a Measure of Spider Fear, Avoidance, and Approach

2016

Self Cite

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“…In other words, simply hearing the pairing of a caregiver's dictation of "dog" along with several exemplars of dogs may be sufficient for the child to be able to tact and identify dogs. This possibility has been investigated by a group of researchers using a procedure known as the stimulus pairing observation procedure, or SPOP (e.g., Smyth et al 2006), who have found that exposing participants to repeated pairings of auditory and visual stimuli can promote the emergence of untaught responses. With these procedures, the presentations of auditory and visual stimuli are typically separated by an intertrial interval (ITI) between the presentations of pairs of stimuli.…”

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confidence: 99%

Evaluating the Effectiveness of the Stimulus Pairing Observation Procedure and Multiple Exemplar Instruction on Tact and Listener Responses in Children with Autism

Byrne

Rehfeldt

Aguirre

2014

Analysis Verbal Behav

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The stimulus pairing observation procedure (SPOP) combined with multiple exemplar instruction (MEI) has been shown to be effective with typically developing preschoolers in establishing the joint stimulus control required for the development of naming. The purpose of the current investigation was to evaluate the effectiveness and efficiency of the SPOP in establishing speaker and listener responses in children with autism. Participants were presented with pairings of auditory and visual stimuli during instruction. Participants' tacting and listener responses of the visual stimuli were then evaluated during a test phase. MEI with novel pairs of auditory and visual stimuli was conducted if participants did not demonstrate criterion performance on tact and listener probes. SPOP in conjunction with MEI was shown to be effective in establishing some of the tact and listener relations for the three participants. However, accuracy on tact probes was always lower than listener probes. The participant who responded with the highest accuracy on untaught tact and listener probes also displayed echoic responding on the lowest proportion of SPOP instruction and listener test trials.

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A Derived Transfer of Simple Discrimination and Self‐reported Arousal Functions in Spider Fearful and Non‐spider‐fearful Participants

Cited by 43 publications

References 42 publications

Derived relations and generalized alteration of preferences

Derived relations and generalized alteration of preferences

The Implicit Relational Assessment Procedure (IRAP) as a Measure of Spider Fear, Avoidance, and Approach

Evaluating the Effectiveness of the Stimulus Pairing Observation Procedure and Multiple Exemplar Instruction on Tact and Listener Responses in Children with Autism

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