The Expression of Equivalence Classes Influenced by Distractors During DMTS Test Trials

Arntzen, Erik; Vie, Aleksander

doi:10.1080/15021149.2013.11434453

Cited by 10 publications

(9 citation statements)

References 26 publications

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“…Researchers have found that specific overt responses (e.g., singing, counting backwards, solving simple multiplication problems) emitted during MTS tests may cause performance to deteriorate. Although Arntzen and Vie () found that distracter tasks did not interfere with the formation of equivalence classes, the tasks suppressed responding. Clough et al () found that vocal blocking resulted in deteriorated sequencing performance in a visual sequencing task analogous to MTS.…”

Section: Discussionmentioning

confidence: 93%

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: Discussionmentioning

confidence: 93%

Training intraverbal bidirectional naming to establish generalized equivalence class performances

Jennings

Miguel

2017

J Exper Analysis Behavior

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“…In the present experiment, one reason that SMTS and DMTS with shorter delays (0 s) did not produce subsequent class enhancement may be that "supplementary activity" toward the stimuli was less likely because comparison choices could be made within a very short time. Evidence supporting this notion is provided by experiments that have reported reduced equivalence yields when distractors have been introduced during emergent-relations tests (Arntzen, 2006;Arntzen & Vie, 2013). Use of talk-aloud protocols can also shed light on ongoing behavior in delayed matching-to-sample procedures (Vie & Arntzen, 2017).…”

Section: Comparison With Previous Studiesmentioning

confidence: 96%

Equivalence class formation as a function of preliminary training with pictorial stimuli

Arntzen

Nartey

2018

J Exper Analysis Behavior

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The present experiment investigated the effects of preliminary training with pictorial stimuli on the subsequent formation of three 5-member equivalence classes (A➔B➔C➔D➔E) in 84 university students assigned to seven groups of 12. In the Abstract (ABS) group, all stimuli were abstract shapes. In the Picture (PIC) group, the C stimuli were pictures, and the remaining stimuli were the same abstract shapes as in the ABS group. For the remaining five groups, all stimuli were the same abstract shapes as in the ABS group. However, across groups, preliminary training involved either the establishment of conditional relations with simultaneous (SMTS) or delayed (DMTS) matching-to-sample with 0 s, 3 s, 6 s, or 9 s between the abstract C stimuli and the meaningful pictures. For the ABS and the PIC groups, 16.7% and 83.3% of participants formed classes, respectively. Preliminary training with SMTS and DMTS with 0 s, 3 s, and 6 s produced a linear increase in the likelihood of equivalence class formation, 41.7%, 50%, and 75%, respectively. Increasing the duration of delay further from 6 s to 9 s produced a substantial decline, 50%. This experiment extends knowledge about how including meaningful pictures enhances equivalence class formation.

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“…In studies employing betweengroup analyses, networks with greater volume also have shown lower response strength (Arntzen & Holth, 2000). That is, when response strength and volume both were high, the networks appeared to be resistant to counterforce (Arntzen & Vie, 2013). Of course, the present account is not an exhaustive literature review.…”

Section: Summary Of Support For Predictions 1 Andmentioning

confidence: 84%

Relational Density Theory: Nonlinearity of Equivalence Relating Examined through Higher-Order Volumetric-Mass-Density

Belisle

Dixon

2020

Perspect Behav Sci

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We propose relational density theory, as an integration of stimulus equivalence and behavioral momentum theory, to predict the nonlinearity of equivalence responding of verbal humans. Consistent with Newtonian classical mechanics, the theory posits that equivalence networks will demonstrate the higher order properties of density, volume, and mass. That is, networks containing more relations (volume) that are stronger (density) will be more resistant to change (i.e., contain greater mass; mass = volume * density). Data from several equivalence experiments that are not easily interpreted through existing accounts are described in terms of the theory, generating predictable results in most cases. In addition, we put forward the higher-order properties of relational acceleration and gravity, which follow directly from the theory and may inspire future researchers to evaluate the seemingly self-organizing nature of human cognition. Finally, we conclude by describing avenues for real-world translation, considering past research interpreted through relational density theory, and call for basic experimental research to validate and extend core theoretical assumptions.

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The Expression of Equivalence Classes Influenced by Distractors During DMTS Test Trials

Abstract: the formation of the equivalence classes. Processes responsible for this outcome were discussed.

Cited by 10 publications

References 26 publications

Training intraverbal bidirectional naming to establish generalized equivalence class performances

Training intraverbal bidirectional naming to establish generalized equivalence class performances

Equivalence class formation as a function of preliminary training with pictorial stimuli

Relational Density Theory: Nonlinearity of Equivalence Relating Examined through Higher-Order Volumetric-Mass-Density

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