Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes

Arntzen, Erik; Lian, Torunn

doi:10.1007/bf03395738

Cited by 38 publications

(36 citation statements)

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“…In contrast, much lower likelihoods of class formation were observed if the meaningful stimuli had connotatively contradictory valences (Grehan 1998;Leslie et al 1993;Plaud 1995;Watt et al 1991). Finally, an intermediate percentage of participants formed equivalence classes if only one of the stimuli in the set was meaningful (e.g., a picture) and the remaining stimuli were meaningless (e.g., Arntzen and Lian 2010;Fields et al 2012). These class enhancement effects are typically attributed to the connotative/emotive properties of the meaningful stimulus, the stimuli with which the stimulus is related and the responses elicited by the stimulus (Travis et al in press).…”

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Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

2014

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The inclusion of a meaningful stimulus in a set of abstract stimuli enhances the likelihood of forming an equivalence class with the set. Class enhancement effects can be due to the discriminative, conditional discriminative, and class-based behavioral functions served by the meaningful stimulus. This experiment determined whether acquisition of an identity conditional discriminative function by an abstract stimulus enhances the formation of an equivalence class of which it is a member along with other abstract stimuli. Forty adults attempted to form 3 three-node five-member equivalence classes (A→B→C→D→E) using the simultaneous protocol. In the PIC group, the C stimuli were pictures and the A, B, D, and E stimuli were abstract shapes. In the ABS group, all of the stimuli were abstract shapes. In the Id-S-MTS (identity simultaneous matching-to-sample) and Id-6sD-MTS (identity 6 s delayed matching-to-sample) groups, prior to class formation, identity conditional discriminations were formed with the C stimuli using simultaneous or 6 s delayed matching-to-sample procedures, respectively. Classes were formed by 80 and 60 % of participants in the PIC and delayed identity groups, and by 0 and 10 % of participants with no prior training (ABS group) or after forming identity relations on a simultaneous basis. These outcomes were confirmed with post class formation sorting tests. Thus, a portion of the class enhancing effects of meaningful stimuli can be attributed to their presumed delayed identity conditional discriminative function. Adventitious coding or mediating behavior during identity training might have influenced acquisition of baseline relations and likelihood of class formation.

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Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

2014

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“…Leslie et al (1993) documented the suppression (decreased likelihood) of class formation by meaningful stimuli for participants who were clinically anxious, as did Grehan (1998) for clinically depressed individuals. Other authors, such as Arntzen (2004), Arntzen and Lian (2010), Doran and Fields (2012), and Holth and Arntzen (1998) found an enhancement effect produced by the inclusion of meaningful stimuli that presumably were emotionally neutral (i.e., a picture of a flower). For example, Arntzen (2004) documented the class-enhancing effects of a meaningful stimulus included in the training of two 1-node 5-member equivalence classes.…”

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Arbitrary conditional discriminative functions of meaningful stimuli and enhanced equivalence class formation

Nedelcu

Fields

Arntzen

2015

Journal of the Experimental Analysis of Behavior

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Equivalence class formation by college students was influenced through the prior acquisition of conditional discriminative functions by one of the abstract stimuli (C) in the to-be-formed classes. Participants in the GR-0, GR-1, and GR-5 groups attempted to form classes under the simultaneous protocol, after mastering 0, 1, or 5 conditional relations between C and other abstract stimuli (V, W, X, Y, Z) that were not included in the to-be-formed classes (ABCDE). Participants in the GR-many group attempted to form classes that contained four abstract stimuli and one meaningful picture as the C stimulus. In the GR-0, GR-1, GR-5, and GR-many groups, classes were formed by 17, 25, 58, and 67% of participants, respectively. Thus, likelihood of class formation was enhanced by the prior formation of five C-based conditional relations (the GR-5 vs. GR-0 condition), or the inclusion of a meaningful stimulus as a class member (the GR-many vs. GR-0 condition). The GR-5 and GR-many conditions produced very similar yields, indicating that class formation was enhanced to a similar degree by including a meaningful stimulus or an abstract stimulus that had become a member of five conditional relations prior to equivalence class formation. Finally, the low and high yields produced by the GR-1 and GR-5 conditions showed that the class enhancement effect of the GR-5 condition was due to the number of conditional relations established during preliminary training and not to the sheer amount of reinforcement provided while learning these conditional relations. Class enhancement produced by meaningful stimuli, then, can be attributed to their acquired conditional discriminative functions as well as their discriminative, connotative, and denotative properties.

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“…Esse mesmo efeito foi observado nos testes de transitividade e de transitividade simétrica das relações A3D3 e D3A3, bem como nos testes das relações C2A2, D2B2, D2A2; C3A3, D3B3, D3A3; C4A4, D4B4, D4A4. Esse fenômeno tem diferentes explicações na bibliografi a sobre equivalência de estímulos, como aquelas baseadas na facilitação estabelecida pela possibilidade de nomear os estímulos (Arntzen & Torunn, 2010), do efeito relativo ao signifi cado (meaningfulness) dos estímulos (Fields et al, 2012) ou ainda da mediação de respostas verbais (Lowe & Horne, 1996), além de se ter que considerar que as fi guras poderiam ser mais difíceis de serem discriminadas uma das outras nas tentativas em que são sucessivamente ou simultaneamente apresentadas (cf., Saunders & Green, 1999). Como o presente estudo não visou testar esse tipo de variável, não se fará uma discussão extensa sobre esse aspecto.…”

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“…Essa diferença maior permite sugerir que, ao emitir as respostas de escolha em situação de confl ito e com sentimento de ciúme, os participantes demoravam mais para responder. Por outro lado, se o participante não estivesse diante de contingências confl ituosas, a familiaridade do estímulo (nome de pessoas, sendo uma delas conhecida), provavelmente, contribuído para respostas rápidas e corretas, conforme sugerem estudos que investigaram o efeito de variáveis com a familiaridade dos estímulos (Arntzen & Torunn, 2010). Essa interpretação é especulativa e requer investigações com controle e isolamento da variável familiaridade dos estímulos.…”

Section: Discussionunclassified

“…Na maioria das pesquisas que surgiu a partir da década de 1970, foi testado o efeito de diversas variáveis sobre o processo de formação das classes de equivalência (ver Barros, Galvão, Brino, Goulart, & McIlvane, 2005e Sidman, 1994, para revisão), tendo-se identifi cado que, dentre outras, as seguintes variáveis afetam a probabilidade de as classes emergirem: as características dos estímulos e a possibilidade de eles serem nomeados (e.g., Arntzen & Torunn, 2010;Medeiros & Nogueira, 2005); o número de estímulos relacionados nas classes de equivalência e o número de classes (e.g., Arntzen & Holth, 2000;Sidman, Kirk, & Willson-Morris, 1985); a estrutura de treino, a distância nodal entre os estímulos das relações condicionais e o tipo de protocolo de treino e de teste (e.g., Imam, 2006;Moss-Lourenco & Fields, 2011;Saunders & Green, 1999); a topografi a de controle de estímulos e a topografi a das repostas (e.g., Dube & McIlvane, 1996;Kato, de Rose, & Faleiros, 2008); a história experimental e pré-experimental dos participantes (e.g., Fields, Arntzen, Nartey, & Eilifsen, 2012;Neves et al, 1999).…”

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Equivalência de Estímulos e Ciúme: Efeito de História Pré-Experimental

Haydu¹,

Gaça²,

Cognetti³

et al. 2015

Psicol. Reflex. Crit.

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ResumoA formação de classes de estímulos equivalentes tem sido usada como modelo experimental para investigar uma série de fenômenos comportamentais, tais como o desenvolvimento de comportamento simbólico e a transferência de funções que os eventos ambientais adquirem por meio de relações condicionais. O objetivo deste estudo consistiu em analisar o efeito de estímulos com alto grau afetivo pré-experimentalmente constituído, na formação de classes de equivalência estabelecidas em contexto experimental, quando as relações emergentes podem se caracterizar por um confl ito na escolha dos estímulos. Participaram 17 estudantes universitários que foram submetidos ao procedimento de escolha de acordo com modelo e aos testes das relações emergentes, para formar quatro classes de equivalência com quatro estímulos cada. Verifi cou-se que 10 dos 17 participantes formaram as classes equivalentes e observou-se correlação positiva entre o desempenho no Teste de Equivalência e o escore na Escala de Ciúme Romântico, sugerindo que a história pré-experimental referente ao envolvimento afetivo interferiu no desempenho dos participantes. O efeito de interferência provavelmente é devido ao confl ito entre contingências: uma que controla o responder diante de relações condicionais pré-experimentalmente estabelecidas, envolvendo estímulos com alto valor afetivo, e outra estabelecida no contexto experimental. Palavras-chave: Classes de equivalência, transferência de funções, ciúme romântico, escolha de acordo com modelo. AbstractThe formation of stimulus equivalence classes has been used as an experimental model to investigate a series of behavioral phenomena, such as the development of symbolic behavior and transfer of functions that environmental events acquire through conditional relations. The aim of this study was to analyze the effect of stimuli with high pre-experimentally constituted affective grade in the formation of equivalence classes established in an experimental context, when the emergent relations can be characterized by a confl ict in choosing stimuli. Participants were 17 college students exposed to matching to sample procedure and the tests of emergent relations to form four equivalence classes with four stimuli each. The results showed that 10 out of 17 participants formed equivalence classes, and positive correlation was observed between the performance on the Equivalence Test and the score on the Romantic Jealousy Scale, suggesting that the pre-experimental history related to emotional involvement interfered with participants' performance. The interference effect is probably due to the confl ict between contingencies: one that controls responses to pre-experimentally established conditional relations involving stimuli with high emotional value, and another one, established in the experimental setting.

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Trained and Derived Relations with Pictures Versus Abstract Stimuli As Nodes

Cited by 38 publications

References 44 publications

Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

Arbitrary conditional discriminative functions of meaningful stimuli and enhanced equivalence class formation

Equivalência de Estímulos e Ciúme: Efeito de História Pré-Experimental

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