The synthesis of complex categories from perceptual and equivalence classes: effects of training and testing parameters

Fields, Lanny

doi:10.1080/15021149.2009.11434314

Cited by 5 publications

(4 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…How can this disparity be accounted for? It is likely that the known picture used as the C stimulus was conditionally related to many other stimuli with which it is functionally interchangeable (Tyndall et al, 2004, 2009); the picture and its associated stimuli were most likely members of a preexperimentally formed category akin to a generalized equivalence class (Barnes & Keenan, 1993; Fields, 2009; Fields, & Reeve, 2001; Galizio, Stewart, & Pilgrim, 2004; Lane, Clow, Innis, & Critchfield, 1998; Rehfeldt & Root, 2004). Thus, the “formation” of each five‐member class that consisted of four abstract stimuli and a picture probably reflected the expansion of an already existing stimulus class by the addition of the four abstract stimuli rather than the de novo formation of a five‐member equivalence class.…”

Section: Discussionmentioning

confidence: 99%

Effects of a Meaningful, a Discriminative, and a Meaningless Stimulus on Equivalence Class Formation

Fields

Arntzen

Nartey

et al. 2012

J Exper Analysis Behavior

Self Cite

143

View full text Add to dashboard Cite

Thirty college students attempted to form three 3-node 5-member equivalence classes under the simultaneous protocol. After concurrent training of AB, BC, CD, and DE relations, all probes used to assess the emergence of symmetrical, transitive, and equivalence relations were presented for two test blocks. When the A-E stimuli were all abstract shapes, none of 10 participants formed classes. When the A, B, D, and E stimuli were abstract shapes and the C stimuli were meaningful pictures, 8 of 10 participants formed classes. This high yield may reflect the expansion of existing classes that consist of the associates of the meaningful stimuli, rather than the formation of the ABCDE classes, per se. When the A-E stimuli were abstract shapes and the C stimuli became S(D)s prior to class formation, 5 out of 10 participants formed classes. Thus, the discriminative functions served by the meaningful stimuli can account for some of the enhancement of class formation produced by the inclusion of a meaningful stimulus as a class member. A sorting task, which provided a secondary measure of class formation, indicated the formation of all three classes when the emergent relations probes indicated the same outcome. In contrast, the sorting test indicated "partial" class formation when the emergent relations test indicated no class formation. Finally, the effects of nodal distance on the relatedness of stimuli in the equivalence classes were not influenced by the functions served by the C stimuli in the equivalence classes.

show abstract

Section: Discussionmentioning

confidence: 99%

Effects of a Meaningful, a Discriminative, and a Meaningless Stimulus on Equivalence Class Formation

Fields

Arntzen

Nartey

et al. 2012

J Exper Analysis Behavior

Self Cite

143

View full text Add to dashboard Cite

show abstract

“…Shriver researchers have sought to develop programs for teaching stimulus-stimulus relations in which the stimuli are not physically identical. Two types are needed: (1) programs for establishing so-called feature (McIlvane at al., 1993) or perceptual (Fields, 2009) equivalence classes and (2) arbitrary equivalence classes (Sidman, 1994). The former type involves relations between/among stimuli that share defining physical features (i.e., stimuli that resemble each other in some way).…”

Section: Exemplary Applications Of Lbe Caslsmentioning

confidence: 99%

Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research

McIlvane

Kledaras

Gerard

et al. 2018

Behavioural Processes

View full text Add to dashboard Cite

A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities.

show abstract

“…Two types are needed: (1) programs for establishing so-called feature (McIlvane at al., 1993) or perceptual (Fields, 2009) equivalence classes and (2) arbitrary equivalence classes (Sidman, 1994). The former type involves relations between/among stimuli that share defining physical features (i.e., stimuli that resemble each other in some way).…”

Section: The Present Challenge and Program Objectivementioning

confidence: 99%

Teaching stimulus–stimulus relations to minimally verbal individuals: reflections on technology and future directions

McIlvane

Gerard

Kledaras

et al. 2016

European Journal of Behavior Analysis

View full text Add to dashboard Cite

This paper discusses recent methodological approaches and investigations that are aimed at developing reliable behavioral technology for teaching stimulus-stimulus relations to individuals who are minimally verbal and show protracted difficulty in acquiring such relations. The paper has both empirical and theoretical content. The empirical component presents recent data concerning the possibility of generating rapid relational learning in individuals who do not initially show it. The theoretical component (1) considers decades of methodological investigations with this population and (2) suggests a testable hypothesis concerning some individuals exhibit unusual difficulties in learning. Given this background, we suggest a way forward to better understand and perhaps resolve these learning challenges.

show abstract

The synthesis of complex categories from perceptual and equivalence classes: effects of training and testing parameters

Cited by 5 publications

References 38 publications

Effects of a Meaningful, a Discriminative, and a Meaningless Stimulus on Equivalence Class Formation

Effects of a Meaningful, a Discriminative, and a Meaningless Stimulus on Equivalence Class Formation

Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research

Teaching stimulus–stimulus relations to minimally verbal individuals: reflections on technology and future directions

Contact Info

Product

Resources

About