Contextual Control of Stimulus Generalization and Stimulus Equivalence in Hierarchical Categorization

Griffee, Karen; Dougher, Michael J.

doi:10.1901/jeab.2002.78-433

Cited by 46 publications

(62 citation statements)

References 12 publications

(14 reference statements)

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“…The following theoretical descriptions and assumptions constitute theoretical backgrounds with which the present results can be analyzed: Skinner's (1957) analysis of verbal behavior; relational frame theory (e.g., Hayes, 1991Hayes, , 1994Hayes, Barnes-Holmes, & Roche, 2001;Hayes & Hayes, 1989); Sidman's (1986Sidman's ( , 1994Sidman's ( , 2000 analysis in terms of stimulus equivalence; analyses based on contextual control (e.g., Dymond & Barnes, 1995;Gatch & Osborne, 1989;Griffee & Dougher, 2002;Lynch & Green, 1991;Meehan & Fields, 1995;Pérez-González & Martínez, 2007;Pérez-González & Serna, 1993Steel & Hayes, 1991); naming theory (e.g., Horne & Lowe, 1996); analyses in terms of intersecting classes (Sidman, 1994, pp. 528-530 & epilogue;see also Alonso-Álvarez & Pérez-González, 2003, 2006, and Mackay, Wilkinson, Rosenquist, & Farrell, 2003; and joint control (Lowenkron, 1997(Lowenkron, , 1998.…”

Section: Emergence Of Intraverbals and Of Selection-based Operantsmentioning

confidence: 99%

Stimulus Relations Analysis and the Emergence of Novel Intraverbals

2008

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In three experiments designed to analyze the emergence of untaught operants with a spoken response in normally developing 5-to 6-year-old Researchers in two areas of behavior analysis have studied the appearance of complex verbal behavior: One area consists of research in stimulus equivalence and stimulus relations, and the other encompasses the study of independence and transfer among verbal operants according to Skinner's (1957) analysis of verbal behavior. Studies of stimulus equivalence and stimulus relations have shown that when typically developing human beings are taught a few stimulus-stimulus relations, other nontaught stimulusstimulus relations typically emerge. The basic procedure of stimulus

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Section: Emergence Of Intraverbals and Of Selection-based Operantsmentioning

confidence: 99%

Stimulus Relations Analysis and the Emergence of Novel Intraverbals

2008

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“…(e.g., DeRosse & Fields, 2010;Griffee & Dougher, 2002), learning-set (e.g., P erezGonz alez, Spradlin, & Saunders, 2000), the extension of contextual control to new conditional discriminations (e.g., Al os & Lora, 2007;Meehan & Fields, 1995;P erez-Gonz alez & Mart ınez, 2007;P erez-Gonz alez & Serna, 1993;2003), intraverbals (e.g., P erez-Gonz alez, Herszlikowicz, & Williams, 2008), and the teaching of inferential statistics (e.g., Fineup & Critchfield, 2010).…”

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confidence: 99%

Contextual control using a go/no‐go procedure with compound abstract stimuli

Modenesi¹,

Debert²

2015

J Exper Analysis Behavior

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Contextual control has been described as (1) a five-term contingency, in which the contextual stimulus exerts conditional control over conditional discriminations, and (2) allowing one stimulus to be a member of different equivalence classes without merging them into one. Matching-to-sample is the most commonly employed procedure to produce and study contextual control. The present study evaluated whether the go/no-go procedure with compound stimuli produces equivalence classes that share stimuli. This procedure does not allow the identification of specific stimulus functions (e.g., contextual, conditional, or discriminative functions). If equivalence classes were established with this procedure, then only the latter part of the contextual control definition (2) would be met. Six undergraduate students participated in the present study. In the training phases, responses to AC, BD, and XY compounds with stimuli from the same classes were reinforced, and responses to AC, BD, and XY compounds with stimuli from different classes were not. In addition, responses to X1A1B1, X1A2B2, X2A1B2, and X2A2B1 compounds were reinforced and responses to the other combinations were not. During the tests, the participants had to respond to new combinations of stimuli compounds YCD to indicate the formation of four equivalence classes that share stimuli: X1A1B1Y1C1D1, X1A2B2Y1C2D2, X2A1B2Y2C1D2, and X2A2B1Y2C2D1. Four of the six participants showed the establishment of these classes. These results indicate that establishing contextual stimulus functions is unnecessary to produce equivalence classes that share stimuli. Therefore, these results are inconsistent with the first part of the definition of contextual control.

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“…A hipótese inicial desse estudo era de que os Treinos MG e ME produziriam escores altos nos testes de generalização, porque nesses procedimentos ocorre a exposição a diversos pares de estímulos, e, portanto, a diversos treinos discriminativos, semelhante aos procedimentos de treino de comportamento conceitual (e.g., Fields, Matneja, Varelas, Belanich, Fitzer, & Shamoun, 2002;Griffee & Dougher, 2002). Os resultados do presente estudo não confirmam essa hipótese e mostram a necessidade de condições adicionais para favorecer a generalização.…”

Section: Desempenhos Nos Testesunclassified

Discriminação Simples E Comportamento Conceitual De Posição: Influência De Diferentes Tipos De Treino

Melo¹,

Jesus²,

Hanna³

2016

REBAC

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RESUMOComportamento conceitual envolve o estabelecimento de classes de estímulos com discriminação interclasses e generalização intraclasse. Esta pesquisa verificou a relação entre o tipo de modificação dos estímulos nos treinos discriminativos e a aquisição de discriminações e de comportamento conceitual de posição. Quinze crianças de 4-6 anos realizaram tarefas de discriminação simples de posição. Três condições experimentais com treino discriminativo diferente (modificação gradual -MG, múltiplos exemplares -ME e sem modificação -SM dos estímulos utilizados no treino) foram realizadas com todas as crianças. Os participantes deveriam selecionar, em cada condição, o estímulo cujo elemento relacional se localizava dentro, em cima ou à esquerda do elemento de referência. Os treinos foram intercalados com um teste de comportamento conceitual que apresentava estímulos treinados e novos que se diferenciavam apenas com relação à dimensão crítica. Resultados do treino mostraram altos escores nas três condições e menos erros com o Treino MG. Nos testes de comportamento conceitual, desempenhos acima do acaso foram obtidos apenas após o Treino SM. A modificação gradual de estímulos e a utilização de múltiplos exemplares reduziram os erros nos treinos e facilitaram o estabelecimento de discriminações entre estímulos treinados. O treino discriminativo SM com diversas tentativas com os pares de estímulos finais, que diferem apenas na dimensão relevante, produziu comportamento conceitual. Combinar os procedimentos parece, portanto, necessário para acelerar a aquisição das discriminações, prevenir subprodutos dos erros e para gerar controle de estímulos pelas dimensões relevantes.Palavras-chave: aprendizagem sem erro, modelagem de controle de estímulos, múltiplos exemplares, tentativae-erro, discriminação de posição, pré-escolares. ABSTRACTConceptual behavior encompasses formation of stimulus classes with discrimination between classes and generalization within class. This research verified the relationship between the type of stimulus modification during discrimination training and the acquisition of position discrimination and related conceptual behavior. Fifteen 4-6 year-old children were exposed to simple position discrimination tasks. Three experimental conditions (gradual change -MG; multiple exemplars -ME; and no change -SM, of S+ and S-stimuli) were programmed for all participants. Participants should select in one condition the stimulus which had a relational element placed inside, over or on the left of a reference element. Training of a different position was interspersed with tests of conceptual behavior which presented for selection trained and new stimuli which differed only in respect to the critical dimension. In general, the percentage of correct responses during the training was high for all conditions with fewer errors in MG. During conceptual behavior tests, however, percentages of correct responses were above chance level only after the SM discriminative training. Procedures MG and ME reduced errors and fa...

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Contextual Control of Stimulus Generalization and Stimulus Equivalence in Hierarchical Categorization

Cited by 46 publications

References 12 publications

Stimulus Relations Analysis and the Emergence of Novel Intraverbals

Stimulus Relations Analysis and the Emergence of Novel Intraverbals

Contextual control using a go/no‐go procedure with compound abstract stimuli

Discriminação Simples E Comportamento Conceitual De Posição: Influência De Diferentes Tipos De Treino

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