Symmetry Versus Sequentiality Related to Prior Training, Sequential Dependency of Stimuli, and Verbal Labeling

Holth, Per; Arntzen, Erik

doi:10.1007/bf03395271

Cited by 9 publications

(3 citation statements)

References 27 publications

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“…The current study has replicated earlier findings in which an increase in reaction time from training to test, and a decrease during the test has been shown (Arntzen & Holth, 1997;Holth & Arntzen, 1998a, 1998b. Fields and Verhave (1987) have postulated that as nodal distance increases, accuracy of responding decreases.…”

Section: Discussionsupporting

confidence: 89%

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Arntzen

Holth

2000

Psychol Rec

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Two experiments were conducted to study stimulus equivalence as a function of class size and number of classes. In the first experiment, equivalence was tested in 50 normal adult subjects following a linear series training structure. Subjects were successively assigned to either of 10 groups, exposed to a specific stimulus material. For subjects in which number of classes increased, up to six, B-stimuli served as pictures, while A-, and Cstimuli were Greek letters, and "equivalence" was tested in CA tests. The A-, B-, and C-stimuli were the same for all subjects in whom class members increased up to six, where D-, E-and Fstimuli were Greek letters. FOllowing AB, BC, CD, DE, and FE training , FA, EA, FB, FC, EB, DA, FD, EC, DB, and CA "equivalence" tests were run. In the second experiment, a manyto-one training structure was used to study equivalence as a function of increasing class size without increase number of nodes. The results indicate that the probability of equivalence decreased more as function the number of nodes than as a function of number of classes. Reaction times, particularly to the comparison stimuli, generally increased initially during tests, possibly indicating precurrent problem solving behavior prior to the response to a comparison stimulus.

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Section: Discussionsupporting

confidence: 89%

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Arntzen

Holth

2000

Psychol Rec

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“…Also, stimulus equivalence has been shown after simultaneous matching and delayed matching to sample with different retention intervals (Arntzen, 2006;Arntzen, Galaen, & Halvorsen, 2007). Furthermore, some studies have shown that certain stimuli with which the participants have a learning history could have an inhibitory effect on equivalence class formation (Holth & Arntzen, 1998b;Leslie, Tierney, Robinson, Keenan, & Watt, 1993;Plaud, 1995). Hence, as pointed out by Sidman (1992), in conditional discrimination experiments derived stimulus relations may arise of reasons other than the experimental conditions explicitly arranged.…”

mentioning

confidence: 99%

Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes

Arntzen

Lian

2010

Psychol Rec

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“…Verbal mediation could be inferred from an interview at the end of the experiment or assessed during the experiment by using a procedure similar to the one proposed in the current study. The explanatory status of such verbal reports is discussed elsewhere (e.g., Holth & Arntzen, 1998;Shimoff, 1984Shimoff, , 1986. However, rules need not be provided by others to control behavior; they can be self-generated (Rosenfarb, Newland, Brannon, & Howey, 1992).…”

Section: Discussionmentioning

confidence: 99%

The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

Arntzen¹,

Halstadtro²,

Halstadtro³

2009

Analysis Verbal Behav

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The purpose of the study was to extend the literature on verbal self-regulation by using the "silent dog" method to evaluate the role of verbal regulation over nonverbal behavior in 2 individuals with autism. Participants were required to talk-aloud while performing functional computer tasks.Then the effects of distracters with increasing demands on target behavior were evaluated as well as whether self-talk emitted by Participant 1 could be used to alter Participant 2's performance. Results suggest that participants' tasks seemed to be under control of self-instructions, and the rules generated from Participants 1's self-talk were effective in teaching computer skills to Participant 2. The silent dog method was useful in evaluating the possible role of self-generated rules in teaching computer skills to participants with autism.

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Symmetry Versus Sequentiality Related to Prior Training, Sequential Dependency of Stimuli, and Verbal Labeling

Cited by 9 publications

References 27 publications

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes

The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

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