Comparing compound pairs and single stimuli during match-to-sample to establish arbitrary stimulus classes with adults of typical development

Colasurdo, Christopher R.; Reeve, Kenneth F.; Jennings, Adrienne M.; Vladescu, Jason C.; Albright, Leif K.; Reeve, Sharon A.

doi:10.1080/15021149.2022.2164828

Cited by 2 publications

(1 citation statement)

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“…Participants also consistently reported relating the abstract C3‐D3‐E3 based on visual and thematic properties. Previous studies have excluded stimuli that were too readily named or grouped by participants (Colasurdo et al, 2023). This tactic should be considered in future studies.…”

Section: Discussionmentioning

confidence: 99%

The effects of a training package to teach note taking on the formation of equivalence classes

Frampton,

Linehan

2024

J Exper Analysis Behavior

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Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al. (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching‐to‐sample baseline relations training (MTS‐BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five‐member classes. The present study taught the same note taking strategy using an intervention package including video illustration, voice‐over instructions, and feedback to eight college students. Participants were taught to construct the GO during MTS‐BRT with three three‐member classes of familiar stimuli. Then the effects of MTS‐BRT alone with three five‐member classes of abstract stimuli was evaluated. Participants efficiently completed training with familiar stimuli and passed the posttest on the first attempt. With the abstract stimuli, participants engaged in GO construction during MTS‐BRT and the six participants that demonstrated high levels of fidelity to the trained note taking strategy passed the posttest on the first attempt. These results replicate findings from Frampton et al. while using a more efficient intervention package. Benefits of teaching overt mediation responses are discussed as well as future directions for translation to applied contexts.

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Section: Discussionmentioning

confidence: 99%