On the sequential and concurrent presentation of trials establishing prerequisites for emergent relations.

Arntzen, Erik; Halstadtro, Lill-Beathe; Bjerke, Eli; Wittner, Kristin Jonassen; Kristiansen, Anette

doi:10.1037/h0101280

Cited by 16 publications

(8 citation statements)

References 17 publications

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“…The effect of such a condition can be gleaned by considering the outcomes reported in the growing literature that deals with the use of equivalence-based instruction to establish academically relevant categories such as representations of neural structures (Fienup, Covey, & Critchfield, 2010;Reyes-Giordano & Fienup, 2015), statistical interactions (Fields et al, 2009), developmental disabilities (Walker, Rehfeldt, & Ninness, 2010), or types of trees (Arntzen, Halstadtro, Bjerke, Wittner, & Kristiansen, 2014a). In all of these experiments, all of the stimuli in the to-be-formed classes were nominally meaningful stimuli but were not related to each other prior to training.…”

Section: Proportion Of Meaningful Stimuli In An Equivalence Classmentioning

confidence: 99%

Meaningful Stimuli and the Enhancement of Equivalence Class Formation

Fields

Arntzen

2017

Perspect Behav Sci

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Stimulus meaningfulness has been defined by its hedonic valence, denotative (definitional) and connotative (evaluative) properties, and its influence on forming categories called equivalence classes. Positive or negative hedonic value of a meaningful stimulus transfers to the other members of an equivalence class that contains such a stimulus, and also influences likelihood of class formation. The denotative and connotative properties of meaningful stimuli are instantiated by the responses they produced (simple discriminative functions) and by the selection of other related words (conditional discriminative functions). If a meaningless cue acquires one such stimulus control function, and is included in a set of otherwise meaningless stimuli, its inclusion enhances the formation of an equivalence class. These results suggest ways to enhance equivalence class formation in applied settings. When degree of enhancement matches that produced by the inclusion of a meaningful stimulus in a class, class enhancement can be accounted for by the stimulus control functions it serves, as well as its hedonic, denotative, and connotative properties. We also linked equivalence class formation and meaningfulness to semantic networks, relational frame theory, verbal behavior, and naming.

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Section: Proportion Of Meaningful Stimuli In An Equivalence Classmentioning

confidence: 99%

Meaningful Stimuli and the Enhancement of Equivalence Class Formation

Fields

Arntzen

2017

Perspect Behav Sci

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“…First, the mode of training and testing that occurs in many standard educational settings can be characterized as "train all and test all"-a procedure not unlike the simultaneous protocol, which includes the concurrent training of all baseline relations for equivalence classes. The first recommendation that flows from the results of the present experiments is that if training and testing are to be conducted using the simultaneous protocol, training of the baseline relations should be done in a serialized instead of a concurrent manner (see Arntzen, Halstadtro, Bjerke, Wittner, & Kristiansen, (2014)). Second, if real-world equivalence classes are to be established through the inclusion of a meaningful stimulus to facilitate class formation, it should be included as the sample stimulus in the first-trained relation or in the relations that are trained in the middle of the sequence, so that it functions as a node that is linked to two nodal stimuli (e.g., C in BC and CD).…”

Section: Implications For Applicationsmentioning

confidence: 99%

Training order and structural location of meaningful stimuli: Effects on equivalence class formation

2015

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In the present study, equivalence class formation was influenced by the temporal point of inclusion of a meaningful stimulus when baseline relations were serially or sequentially trained, and much less so by the location of the meaningful stimulus in the nodal structure of the class. In Experiment 1, participants attempted to form three 3-node, 5-member classes (A→B→C→D→E) under the simultaneous protocol. After serially training the baseline relations AB, BC, CD, and DE, in that order, the emergence of all emergent relations was tested concurrently. In the A-as-PIC condition, Awas meaningful stimulus and B to E were meaningless stimulus, and 60 % of the participants formed classes. In addition, classes were formed by 40 %, 70 %, 40 %, and 20 % of the participants in the B-as-PIC, C-as-PIC, D-as-PIC, and E-as-PIC groups, respectively. Thus, the likelihood of class formation could have been influenced by the location of a meaningful stimulus in the class structure and/or by its order of introduction during training. In Experiment 2, we controlled for any effect of order of introduction by the concurrent training of all of the baseline relations. Regardless of the location of the meaningful stimulus, 0-20 % of participants formed classes. Thus, the temporal order of introducing a meaningful stimulus was the primary modulator of the class-enhancing property of meaningful stimuli, and not the location of the meaningful stimulus in the class structure.

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“…Subsequently, tests for all combinations of comparisons are provided. This would ensure that each arbitrary relation was established, and subsequently produce higher yields in derived relational tests (Arntzen, Halstadtro, Bjerke, Wittner, & Kristiansen, 2014;Nartey, Arntzen, & Fields, 2015).…”

Section: Discussionmentioning

confidence: 99%

The role of verbal behavior in the establishment of comparative relations

Díaz

Luoma

Miguel

2020

J Exper Analysis Behavior

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Twelve college students received conditional discrimination training with nonarbitrary and arbitrary stimuli, and derived comparative and transformation of function tests with a think‐aloud condition across 2 experiments. Participants who failed these tests received remedial verbal operant training. Four control participants received verbal operant training alone. Across both experiments, only 1 participant passed the derived comparative test after conditional discrimination training. However, all participants passed derived comparative tests and 11 out of 12 participants passed transformation of function tests following verbal operant training, including the 4 control participants. Participants who passed derived comparative tests engaged in a high percentage of correct vocalizations during the think‐aloud condition, while participants who failed did not. These results suggest that mediating verbal behavior could have played a crucial role in participants' responses during derived stimulus relations tests.

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On the sequential and concurrent presentation of trials establishing prerequisites for emergent relations.

Cited by 16 publications

References 17 publications

Meaningful Stimuli and the Enhancement of Equivalence Class Formation

Meaningful Stimuli and the Enhancement of Equivalence Class Formation

Training order and structural location of meaningful stimuli: Effects on equivalence class formation

The role of verbal behavior in the establishment of comparative relations

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