Semantic False Memories in the Form of Derived Relational Intrusions Following Training

Guinther, Paul M.; Dougher, Michael J.

doi:10.1901/jeab.2010.93-329

Cited by 24 publications

(39 citation statements)

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“…This novel finding suggests that partial equivalence tests played a significant role in the production of false memories in the present procedure. As a whole, these data add further support to previous findings (Guinther & Dougher, , ) on derived relational responding as a behavioral model of false memories in the DRM paradigm (Roediger & McDermott, ). First, we discuss the remembering of study‐list words and nonstudy words across the three achievement groups.…”

Section: Discussionsupporting

confidence: 88%

“…Using the framework of derived relational responding, Guinther and Dougher (, ) developed the Derived Relational Intrusions Following Training (DRIFT) procedure as a behavior analytic account of semantic effects in false remembering. The DRIFT procedure posits that semantic false memory effects can occur when studied stimuli (e.g., words) acquire a discriminative function for remembering, and this function then transfers to stimuli that are members of the same equivalence class as the studied stimuli.…”

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confidence: 99%

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Derived false memories using a respondent‐type (ReT) procedure

Ruiz-Sánchez

Luciano

Guinther

2018

J Exper Analysis Behavior

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The present investigation used a respondent‐type (ReT) training procedure to generate derived false memories. A one‐to‐many ReT training procedure was implemented in order to establish two stimulus equivalence classes, each consisting of one shape and 24 random words (i.e., Class 1 and Class 2). A partial test for stimulus equivalence with a subset of stimuli from each class followed. Failing an equivalence test resulted in additional ReT training and equivalence testing on new subsets of stimuli. After passing an equivalence test, participants were presented with 12 study‐list words from Class 1 for memorization, followed by a distraction task. Finally, free recall and recognition tests for the study‐list words were implemented. False recall and false recognition were more frequent for nonstudied Class 1 words than for nonstudied Class 2 words. These derived false‐memory effects were more pronounced among those participants exhibiting more training and testing cycles and higher accuracy on stimulus equivalence tests. Furthermore, false recall and false remembering of nonstudied Class 1 words were more frequent for words that had been equivalence‐tested than for words that had not been equivalence‐tested. These results show how responses to contiguous stimuli could produce derived false memories and also highlight the role played by the equivalence test in increasing their emergence.

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Section: Discussionsupporting

confidence: 88%

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confidence: 99%

Derived false memories using a respondent‐type (ReT) procedure

Ruiz-Sánchez

Luciano

Guinther

2018

J Exper Analysis Behavior

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“…Similarities regarding stimulus equivalence and cognitive network theories of memory have occasionally been noted in the literature on stimulus equivalence (Critchfield and Fienup 2008;Sidman 1994). With a few notable exceptions (Challies et al 2011;Guinther and Dougher 2010), few empirical studies approaching this link, however, have been published to date. Investigations of similarities and differences in the long-term stimulus control of behavior exerted by stimuli involved in stimulus equivalence classes and stimuli not known to enter into such classes may be a useful addition to the literature on memory phenomena and stimulus equivalence.…”

Section: Discussionmentioning

confidence: 99%

Effects of Training Structure and the Passage of Time on Trained and Derived Performance

Eilifsen

Arntzen

2014

Psychol Rec

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Conditional discriminations established using a linear series training structure were shown in a previous study to be intact when unreinforced trials assessing such performance were presented interspersed among stimulus equivalence test trials. Experimenter-defined correct performance on these trials was seen both for participants responding in accordance with stimulus equivalence and for some participants who did not. The goal of the current study was to investigate the status of previously trained relations at the time of stimulus equivalence tests in further contexts. Experiment 1 investigated this following many-to-one conditional discrimination training with 20 adult participants. Experimenter-defined correct performance on probes for trained relations was observed for 16 out of 17 of participants who formed stimulus equivalence classes, as well as for all participants not responding in accordance with stimulus equivalence. In Experiment 2, 18 adult participants received linear series, many-to-one, or one-tomany conditional discrimination training and tests for stimulus equivalence with interspersed training trials. Subsequently, participants experienced three additional tests for derived and trained performance within a month of the original training. Continued testing and the passage of time had little effect on the stability of both learned and derived performance for participants initially responding in accordance with stimulus equivalence. Participants who failed to form stimulus equivalence classes in the initial test, but responded in line with the trained relations, displayed more varied performance over time. Results from both experiments indicate that the lack of stimulus equivalence performance is not commonly caused by a breakdown of trained relations at the time of the stimulus equivalence test.Establishing the prerequisite behavior for stimulus equivalence commonly involves training multiple conditional discriminations consisting of arbitrarily related stimuli using matching-to-sample (MTS) procedures. Conditional discriminations are defined by a discriminative stimulus, a comparison, being a behaviorally effective part of a three-term contingency only when a specific conditional stimulus, a sample, has been presented. In commonly used stimulus equivalence procedures, stable experimenter-defined correct performance in an MTS procedure establishing conditional discriminations is followed by a test for the emergence of derived performance having the properties of reflexivity, symmetry, and transitivity (Sidman and Tailby 1982). If performance according to these properties is observed, a stimulus equivalence class is considered established. Three common variations of MTS found in the stimulus equivalence literature are the linear series (LS), many-to-one (MTO), and one-to-many (OTM) training structures. In the LS structure, sets of conditional discriminations are linked by having the same stimuli appear as samples and comparisons on different trials in the MTS procedure; for example, by training s...

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“…After an equivalence class has been established, a function given to one member of a class may transfer to other members of that class, including emotional responses (e.g., Amd, BarnesHolmes, & Ivanoff, 2013;Bortoloti & de Rose, 2009, 2012de Almeida & de Rose, 2015;de Rose et al, 1988;Dougher et al, 1994;Wulfert & Hayes, 1988). Research on fear and anxiety has indicated that fear evoked by a member of a class of equivalent stimuli transfer to the other members (e.g., Bennett, Meulders, Baeyens, & Vlaeyen, 2015;Dymond, Dunsmoor, Vervliet, Roche, & Hermans, 2015;Guinther & Dougher, 2010), an effect some of these authors called symbolic, or category-based generalization (see Dymond et al, 2015). The studies of BarnesHolmes et al (2000) and Smeets and BarnesHolmes (2003) as well as the present study indicate that the same effect can account for the acquisition of positive emotional functions by brands related to attractive characters.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Impact of Stimulus Equivalence on Children’s Food Choice and Preference

Santos

Rose

2018

Temas Psicol.

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This study investigated the infl uence of character on food's choices. Eleven preschool children were trained to form two equivalent stimulus classes, each comprising one a cartoon character, a geometric shape, and an abstract symbol. One class had a liked character and the other a disliked character. Three preference tests were conducted where the children had to choose between two identical packages with samples of the same snack, differing only by the label. In Test 1 the labels were symbols of the same class as the liked and disliked characters; in Test 2 the choice was between the symbol of the same class as the disliked character and a new symbol; and in Test 3 children chose between the symbol of the equivalence class with the liked character and the logo of a known brand. Most children chose fi rst, and reported to like more, the snack labeled with the symbol of the same class as the liked character. They also chose, and reported to like more, the snack labeled with a new stimulus over the symbol of the same class as the disliked character. These results confi rmed that stimulus equivalence is a useful paradigm to investigate formation of preference for brands.Keywords: Stimulus equivalence, transfer of function, food choice and preference, brand, cartoon character. Investigando o Impacto da Equivalência de Estímulos na Escolha e Preferência de Alimentos por Crianças ResumoEsta pesquisa investigou a infl uência de personagens em escolhas alimentares. Doze crianças pré-escolares formaram inicialmente duas classes de estímulos equivalentes, cada uma contendo um personagem, uma forma geométrica e um símbolo abstrato. Uma das classes continha um personagem de que a criança gostava e a outra de que a criança não gostava. Três testes de escolha alimentar foram conduzidos nos quais o participante deveria escolher entre duas embalagens idênticas com o mesmo alimento, Article

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Semantic False Memories in the Form of Derived Relational Intrusions Following Training

Cited by 24 publications

References 64 publications

Derived false memories using a respondent‐type (ReT) procedure

Derived false memories using a respondent‐type (ReT) procedure

Effects of Training Structure and the Passage of Time on Trained and Derived Performance

Investigating the Impact of Stimulus Equivalence on Children’s Food Choice and Preference

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