Control of Adolescents' Arbitrary Matching‐to‐sample by Positive and Negative Stimulus Relations

Stromer, Robert; Osborne, J. Grayson

doi:10.1901/jeab.1982.37-329

Cited by 107 publications

(94 citation statements)

References 26 publications

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“…A novel stimulus may be substituted for it (e.g., Stromer & Osborne, 1982), or only one comparison may remain. in the latter case, participants learn to select either the single comparison or a "neutral" alternative (e.g., Mcilvane, Kledaras, Munson, King, de rose, & Stoddard, 1987).…”

Section: Effects Of Stimulus Setmentioning

confidence: 99%

Topography of Responses in Conditional Discrimination Influences Formation of Equivalence Classes

2008

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Section: Effects Of Stimulus Setmentioning

confidence: 99%

Topography of Responses in Conditional Discrimination Influences Formation of Equivalence Classes

2008

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“…A critical factor in exclusion performances of this type, however, seems to be the nature of the familiar sample. For example, Stromer and Osborne (1982) demonstrated that mildly retarded adolescents presented with familiar, defined visual patterns as samples selected novel (rather than familiar but incompatible) comparisons as the correct match to the sample. McIlvane et al, however, found that normally developing children, aged 3 years 6 months to 5 years, often did not select a novel comparison item after hearing a familiar word.…”

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Sea Lions and Equivalence: Expanding Classes by Exclusion

Kastak

Schusterman

2002

J Exper Analysis Behavior

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Experiments have shown that human and nonhuman subjects are capable of performing new arbitrary stimulus-stimulus relations without error. When subjects that are experienced with matchingto-sample procedures are presented with a novel sample, a novel comparison, and a familiar comparison, most respond by correctly selecting the novel comparison in the presence of the new sample. This exclusion paradigm was expanded with two California sea lions that had previously formed two 10-member equivalence classes in a matching-to-sample procedure. Rather than being presented with a novel sample on a given trial, the sea lions were presented with a randomly selected familiar member of one class as the sample. One of the comparisons was a randomly selected familiar member of the alternative class, and the other was a novel stimulus. When required to choose which comparison matched the sample, the subjects reliably rejected the familiar comparison, and instead selected the unfamiliar one. Next, the sea lions were presented with transfer problems that could not be solved by exclusion; they immediately grouped the new stimuli into the appropriate classes. These findings show that exclusion procedures can rapidly generate new stimulus relations that can be used to expand stimulus classes.Key words: exclusion, fast mapping, equivalence, symmetry, differential outcomes, class-specific reinforcement, California sea lionsIn the context of human language learning (semantics), appropriate responding can be facilitated by presenting new problems in the context of familiar alternatives. For example, if a child is asked ''Which one is the pafe?'' he or she may examine an array of familiar, already named objects and then select the novel item. This phenomenon, called fast mapping, linguistic inference, or the disambiguation effect in the field of psycholinguistics, is central to the development of language. In behavior analysis and animal cognition, this type of errorless performance is known as exResearch was supported by ONR Grant N00014-99-1064 to R. J. Schusterman. A DoD AASERT Fellowship and a GAANN Fellowship provided funding for C. R. Kastak. A portion of this manuscript was presented as an invited talk to the American Psychological Association in San Francisco, August 2001. We thank Tom Zentall for constructive comments during the preparation of this article. We greatly appreciate the encouragement given to us by David Kastak throughout the experiment, and we are particularly thankful to him for his insights during the preparation of the final manuscript. We also thank the dedicated research team at the Pinniped Cognition and Sensory Systems Laboratory, especially Kirsten Jensen and Shannon Spillman.Correspondence and reprint requests may be addressed to either author at Long Marine Laboratory, University of California at Santa Cruz, 100 Shaffer Road, Santa Cruz, California 95060 (e-mail: coll@cats.ucsc.edu or rjschust@cats.ucsc.edu).clusion or emergent matching (Wilkinson, Dube, & McIlvane, 1998). Dixon (1977) coined the term e...

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“…If a relation BC is also taught, then the property of transitivity is usually shown: The relation AC emerges in the absence of direct training (e.g., Lynch & Cuvo, 1995;Stromer & Osborne, 1982). The property of reflexivity is documented when participants also prove capable, without direct training, of matching each sample to an identical comparison.…”

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Reorganization of Equivalence Classes After Reversal of Baseline Relations

et al. 2000

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reversed baseline conditional discriminations after the emergence of equivalence classes. College students' performance was consistent with the reversed baselines in subsequent symmetry tests, but was consistent with pre reversal baselines in transitivity tests. The present study replicated systematically Pilgrim and Galizio's experiment. Following the emergence of two four-members equivalence classes, 9 college students were exposed to reversal of a baseline conditional discrimination, training of a new conditional discrimination , reversal of another baseline conditional discrimination, and return to the original baseline. Both symmetry and transitivity performances were consistent with the reversed baselines for most participants. These results may be due to increased strength of the reversed baselines, trained with continuous reinforcement and reviewed before probes, whereas Pilgrim and Galizio trained reversals with intermittent reinforcement in the context of probing. The use of different stimuli and stimulus display may have also affected the results.When humans learn conditional relations through a matching-tosample procedure, they often show also emergent relations. Thus, if participants learn a relation AB (selecting comparison stimuli B1, B2, .. . , Bn, conditionally upon samples A 1, A2 , ... or An , respectively), this relation is usually shown to have the property of symmetry: The relation

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Control of Adolescents' Arbitrary Matching‐to‐sample by Positive and Negative Stimulus Relations

Cited by 107 publications

References 26 publications

Topography of Responses in Conditional Discrimination Influences Formation of Equivalence Classes

Topography of Responses in Conditional Discrimination Influences Formation of Equivalence Classes

Sea Lions and Equivalence: Expanding Classes by Exclusion

Reorganization of Equivalence Classes After Reversal of Baseline Relations

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