Effects of Within‐class Differences in Sample Responding on Acquired Sample Equivalence

Urcuioli, Peter J.; Vasconcelos, Marco

doi:10.1901/jeab.2008-89-341

Cited by 10 publications

(10 citation statements)

References 45 publications

(56 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of this study add to the growing body of literature investigating the status of class-consistent defined responses in equivalence classes (Dymond & Barnes, 1994; 1995; Manabe et al, 1995; Shimizu, 2006; Urcuioli et al, 2002; Urcuioli et al, 2006; Urcuioli & Vasconcelos, 2008a; 2008b). Several previous studies also were successful in presenting responses as samples (e.g., Dymond & Barnes, 1994; 1995; Shimizu, 2006) to human participants using different procedures, and the results of this study complement and extend those data.…”

Section: Discussionmentioning

confidence: 57%

“…Lionello-DeNolf and Urcuioli did not test their pigeons for equivalence relations as defined by Sidman and Tailby (1982), and therefore were unable to confirm or disconfirm Sidman’s (1994; 2000) assertion regarding membership of defined responses in equivalence classes (but see Urcuioli, Lionello-DeNolf, Michalek, & Vasconcelos, 2006 and Urcuioli & Vasconcelos, 2008 for a test of response inclusion in an acquired equivalence class and related discussion). Using a similar procedure, Shimizu (2006) did include such a test.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Membership of Defined Responses in Stimulus Classes

Lionello-Denolf¹,

Braga-Kenyon²

2013

TPR

View full text Add to dashboard Cite

Sidman (2000) has suggested that in addition to conditional and discriminative stimuli, class-consistent defined responses can also become part of an equivalence class. In the current study, this assertion was tested using a mixed-schedule procedure that allowed defined response patterns to be “presented” as samples in the absence of different occasioning stimuli. Four typically developing adults were first trained to make distinct response topographies to two visual color stimuli, and then were taught to match those color stimuli to two different form-sample stimuli in a matching task. Three separate tests were given in order to determine whether training had established two classes each comprised of a response, a color, and a form: a form-response test in which the forms were presented to test if the participants would make differential responses to them; and two response-matching tests to test if the participants would match visual stimulus comparisons to response-pattern samples. Three of the four participants showed class-consistent responding in the tests, although some participants needed additional training prior to passing the tests. In general, the data indicated that the different response patterns had entered into a class with the visual stimuli. These results add to a growing literature on the role of class-consistent responding in stimulus class formation, and provide support for the notion that differential responses themselves can become a part of an equivalence class.

show abstract

Section: Discussionmentioning

confidence: 57%

mentioning

confidence: 99%

Membership of Defined Responses in Stimulus Classes

Lionello-Denolf¹,

Braga-Kenyon²

2013

TPR

View full text Add to dashboard Cite

show abstract

“…Moreover, the prior association with a common response results in decreased discriminability among the stimuli associated with it (Kaiser, Sherburne, Steirn, & Zentall, 1997). Conversely, low perceptual similarity weakens pigeons’ ability to form a stimulus class on the basis of association with a common response (Urcuioli & Vasconcelos, 2008). Because our pigeons had to respond in one fashion to chairs or cars and in a second fashion to flowers or persons, it is difficult to disentangle the effects of between-category similarity from common-response training.…”

mentioning

confidence: 99%

Effect of between-category similarity on basic level superiority in pigeons

Lazareva

Soto

Wasserman

2010

Behavioural Processes

View full text Add to dashboard Cite

Children categorize stimuli at the basic level faster than at the superordinate level. We hypothesized that between-category similarity may affect this basic-level superiority effect. Dissimilar categories may be easy to distinguish at the basic level but be difficult to group at the superordinate level, whereas similar categories may be easy to group at the superordinate level but be difficult to distinguish at the basic level. Consequently, similar basic-level categories may produce a superordinate-before-basic learning trend, whereas dissimilar basic-level categories may result in a basic-before-superordinate learning trend. We tested this hypothesis in pigeons by constructing superordinate-level categories out of basic-level categories with known similarity. In Experiment 1, we experimentally evaluated the between-category similarity of four basic-level photographic categories using multiple fixed interval-extinction training (Astley & Wasserman, 1992). We used the resultant similarity matrices in Experiment 2 to construct two superordinate-level categories from basic-level categories with high between-category similarity (cars and persons; chairs and flowers). We then trained pigeons to concurrently classify those photographs into either the proper basic-level category or the proper superordinate-level category. Under these conditions, the pigeons learned the superordinate-level discrimination faster than the basic-level discrimination, confirming our hypothesis that basic-level superiority is affected by between-category similarity. Keywordspigeons; categorization; basic category; superordinate category; visual discrimination; stimulus similarity Categories are often considered to be organized at multiple hierarchical levels, such as the subordinate, basic, and superordinate levels. The subordinate-level categories office chair and dining chair are included in the basic-level category chair which, in turn, is included in the superordinate-level category furniture.Send correspondence to: Olga F. Lazareva, olga.lazareva@drake.edu, telephone: (515) 271-4801, fax: (515) 316 Olin Hall, Department of Psychology, Drake University, Des Moines, IA 50311-4505. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptBehav Processes. Author manuscript; available in PMC 2011 October 1. Published in final edited form as:Behav Processes. 2010 October ; 85(3): 236-245. doi:10.1016/j.beproc.2010.014. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptStarting with the pioneering research of Rosch and colleagues (Rosch & Merv...

show abstract

“…Creating a procedure that contemplates the manipulation conducted in Study 2 and predicts different responses and consequences for the relations taught from each set seems promising to: (a) verify whether the effects of the manipulation in Study 2 are restricted to the class in which the spot was inserted and (b) test Sidman's (2000) aforementioned hypothesis (e.g., Dube & McIlvane, 1995;Dube, McIlvane, Mackay, & Stoddard, 1987;Garcia & Benjumea, 2006;Urcuioli, Lionello-DeNolf, Michalek, & Vasconcelos, 2006;Urcuioli & Vasconcelos, 2008).…”

Section: Discussionmentioning

confidence: 99%

Stimulus Arrangement in Simple Discriminative Training with Compound and Emergence of Stimulus Equivalence Classes

Moreira¹,

Oliveira²,

Hanna³

2017

Temas Psicol.

View full text Add to dashboard Cite

Simple simultaneous discrimination training (SSD) with compound stimuli has produced variability in results of stimulus equivalence tests. This paper presents two studies investigating the role of methodological variables that alter the chance of control by aspects not defi ned as relevant for the formation of stimulus equivalence classes. Study 1 evaluated the effect of using an incorrect compound (S-) for each correct compound (S+) in each SSD trial that granted the conditional discrimination context without redundancy (e.g., A1B1 with A1B2 or A1B1 with A2B1). Five undergraduate students learned basic discriminations and showed symmetrical and transitive relations. The second study assessed the effect of a redundant element (a black spot) included on compounds of one of the classes in a training procedure of arbitrary conditional relations with SSD. The effects of this manipulation were investigated on performance of emergent relation tests, using MTS and SSD. All twelve students showed symmetrical relations, but only fi ve showed transitive relations. These results expand the evidence that the confi guration of training trials and irrelevant characteristics of stimuli may generate false positives in discriminative training.Keywords: Simple simultaneous discrimination, compound stimuli, arbitrary emergent relations, undergraduate students. Arranjo de Estímulos em Treino Discriminativo Simples com Compostos e Emergência de Classes de Estímulos EquivalentesResumo O treino discriminativo simples simultâneo com compostos (DSSi) tem produzido variabilidade nos resultados de testes de estímulos equivalentes. O presente trabalho investigou em dois estudos o papel 1 Mailing

show abstract

Effects of Within‐class Differences in Sample Responding on Acquired Sample Equivalence

Cited by 10 publications

References 45 publications

Membership of Defined Responses in Stimulus Classes

Membership of Defined Responses in Stimulus Classes

Effect of between-category similarity on basic level superiority in pigeons

Stimulus Arrangement in Simple Discriminative Training with Compound and Emergence of Stimulus Equivalence Classes

Contact Info

Product

Resources

About