Intraverbal naming and equivalence class formation in children

Carp, Charlotte L.; Pétursdóttir, Anna Ingeborg

doi:10.1002/jeab.183

Cited by 26 publications

(19 citation statements)

References 41 publications

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“…In conclusion, this study adds support to the previous research suggesting that equivalence‐class performances may be either influenced (e.g., Carp & Petursdottir, ) or established by participants' verbal behavior (e.g., Ma et al, ). Future research should attempt to replicate our results using four‐ to five‐member classes of arbitrary stimuli across participants with varying verbal skills.…”

Section: Discussionsupporting

confidence: 86%

“…The authors measured response latencies from the onset of the sample and selection of the comparison, and found that the longest latencies occurred during baseline trials, which were presented first. These results contradict previous findings that suggest that longer latencies are more likely to be observed during transitivity and equivalence trials (e.g., Carp & Petursdottir, ). However, with one‐node relations (i.e., three‐member classes), significant differences in response latencies are typically not observed (Bentall, Jones, & Dickins, ).…”

contrasting

confidence: 88%

“…In prior experiments, tact and intraverbal training were effective in establishing responding consistent with the formation of three 3‐member visual equivalence classes. In the previous studies, participants who initially failed MTS posttests performed accurately when required to respond to each trial vocally with either a tact or an intraverbal (Carp & Petursdottir, ; Lowe & Beasty, ; Petursdottir et al, ).…”

Section: Discussionmentioning

confidence: 99%

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Training intraverbal bidirectional naming to establish generalized equivalence class performances

Jennings

Miguel

2017

J Exper Analysis Behavior

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The purpose of this study was to evaluate the effects of tact and intraverbal training on the establishment of generalized equivalence classes. Seventeen college students were exposed to tact training, listener testing, and intraverbal training (A'B' and B'C') in two experiments. Visual-visual matching-to-sample and intraverbal tests measured performances consistent with the formation of equivalence classes. Generalization was assessed with four novel sets of stimuli. In the second experiment, matching-to-sample tests for baseline relations (AB, BC) were eliminated to control for the possibility that equivalence classes were developed through exposure to these visual stimulus-stimulus relations. Thirteen of 17 participants passed all matching-to-sample and intraverbal posttests. Results suggest that when trained and emergent intraverbal relations were not maintained or were faulty, participants did not respond correctly during matching-to-sample posttests.

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Section: Discussionsupporting

confidence: 86%

contrasting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

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Training intraverbal bidirectional naming to establish generalized equivalence class performances

Jennings

Miguel

2017

J Exper Analysis Behavior

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“…The low performance on generalized responding exhibited by Gabriel can be attributed to deterioration of the original 2D equivalence relations, but for Sabrina, even with the 2D equivalence relations intact, and the ability to perform quasi‐identity matching, there was no equivalence generalization. Although well observed in the literature, variability in equivalence class formation in preschool children has been discussed only recently (Carp & Petursdottir, ; Petursdottir, Carp, Peterson, & Lepper, ; Pilgrim, Click, & Galizio, ). Thus, it is unsurprising that a more complex phenomenon (i.e., generalization of emergent relations) could also show variability.…”

Section: Discussionmentioning

confidence: 99%

Generalization of equivalence relations from photos to objects by preschool children

Ayres‐Pereira

Canovas

Varella

et al. 2018

J Exper Analysis Behavior

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Generalized equivalence classes are stimulus classes that consist of equivalent stimuli and other physically similar class-member stimuli. The present study evaluated whether preschool children would form equivalence classes among photos of abstract objects (2D) and show equivalence generalization to the corresponding objects (3D), printed photos (2D stimuli), and to black-and-white drawn pictures (2D stimuli). Six typically developing children were taught arbitrary relations to establish three 3-member equivalence classes with 2D stimuli presented on a computer screen. AB-AC baseline relations (for half of the participants) and AB-BC relations (for the other half) were taught using a multiple-probe design to assess taught and tested relations. After class formation, three types of generalization probes were conducted: generalization to 3D stimuli, generalization between 2D (printed photos) and 3D stimuli, and generalization to drawn pictures (2D). All of the participants formed the equivalence classes. Two participants met the criterion for all three generalization probe types. Two participants presented mixed results across tests, and two participants did not exhibit equivalence generalization. The results demonstrated equivalence generalization from 2D to 3D stimuli in preschool children, although the variability across participants suggests that such generalization cannot be assumed a priori.

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“…On the one hand, there are reports of equivalence emerging without naming (Carr, Wilkinson, Blackman, & McIlvane, 2000;Lazar, Davis-Lang, & Sanchez, 1984;Luciano, Gómez-Becerra, & Rodríguez-Valverde, 2007;O'Donnell & Saunders, 2003;Sidman & Tailby, 1982). And on the other hand, some authors have questioned those results, claiming that naming is necessary for equivalence to emerge (Carp & Petursdottir, 2015;Horne, Hughes, & Lowe, 2006;Horne, Lowe, & Randle, 2004;Lowe, Horne, Harris, & Randle, 2002).…”

Section: Introductionmentioning

confidence: 99%

Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

2017

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Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations. Key words: Equivalence relations, language development, naming, arbitrary matching-to-sample, pre-linguistic infants. Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad ResumenEn varios estudios se ha intentado evaluar el rol del nombramiento en la emergencia de relaciones de equivalencia, sin embargo, los resultados son inconsistentes, ya que existen reportes de emergencia de equivalencia en ausencia de nombramiento, y algunos autores señalan que el nombramiento es necesario para que emerja equivalencia. El objetivo del presente estudio fue evaluar la emergencia de relaciones de equivalencia en niños prelingüísticos. Se usó una muestra de cinco infantes de entre 11 y 12 meses de edad que fueron entrenados en cuatro discriminaciones condicionales (A1-B1, A2-B2, B1-C1, B2-C2) para formar dos clases de tres miembros. Los participantes fueron evaluados en reflexividad, simetría, transitividad y equivalencia, y todos lograron puntajes mayores al 75 % de aciertos en todas las pruebas. Como resultado, los porcentajes de respuestas correctas fueron mayores al 80 % en la prueba de reflexividad, variaron entre 75 y 100 % en la de simetría, promediaron 75 % en la de transitividad, y variaron entre 87.5 % y 100 % en la de equivalencia. Estos resultados apuntan a que no es necesario contar con algún tipo de repertorio lingüístico expresivo para que emerjan relaciones de equivalencia. Palabras clave: Relaciones de equivalencia, desarrollo lingüístico, nombramiento, igualación arbitraria, niños prelingüísticos.

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Intraverbal naming and equivalence class formation in children

Cited by 26 publications

References 41 publications

Training intraverbal bidirectional naming to establish generalized equivalence class performances

Training intraverbal bidirectional naming to establish generalized equivalence class performances

Generalization of equivalence relations from photos to objects by preschool children

Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

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