This experiment compared the outcomes of two training structures on the emergence of three 7-member equivalence classes. Seventeen adults were exposed to the Many-to-One (MTO) and another 17 to the One-to-Many (OTM) training structure. The MTO group trained the baseline relations BA, CA, DA, EA, FA,

The purpose of the present experiment was to describe responding as a function of One‐to‐Many (OTM) and Many‐to‐One (MTO) training structures and identify baseline performances correlated with the accuracy level in tests for equivalence class formation. Participants were 42 adults assigned to either the MTO or the OTM groups, trained on 24 baseline relations, and assessed on the emergence of three 9‐member equivalence classes. Participants in the MTO group presented similar frequencies of responses to each of the comparisons throughout baseline training. Also, the number of trials required to meet the baseline mastery criterion was negatively correlated with test accuracy. Participants in the OTM group presented more variable frequencies of responses to each of the comparisons (participants tended to select some of the comparisons less often than others at the beginning of the training). In addition, the number of reinforced responses to the node presented as a sample during training was positively correlated with the number of correct responses during testing for the OTM group. The experiment contributed to an in‐depth stimulus control analysis of baseline and test performances, and its results have implications for understanding potential sources of variability between the training structures.

The present experiments evaluated the effect of meaningful stimuli on the inclusion of a set of extraexperimental meaningful pictures into equivalence classes using within-and between-subjects designs. There were 35 adult participants in total (N EXP1 = 22; N EXP2 = 13). In both experiments, participants were first trained on six baseline relations with abstract stimuli (A, B, and C) and assessed on the emergence of three 3-member equivalence classes. Next, they were trained on DA relations and assessed on the inclusion of the D stimuli and a set of meaningful pictures in the equivalence classes. In Experiment 1, D1 and D2 were meaningful written words and D3 was a written pseudoword. In Experiment 2, for 2 groups, D1, D2, and D3 were meaningful words; for another group, D1, D2, and D3 were pseudowords.In both experiments, participants formed the ABC classes and included the D stimuli in the classes. When D was a meaningful word, participants also included a set of pictures potentially related to the word in the ABC class established experimentally. The results have implications for the definition of meaningfulness and contribute to discussions on the impact of test arrangements on emergent responding.

Este estudo avaliou os efeitos de um ambiente virtual e do tipo de consequência para acertos, sobre o processo de aprendizagem e a reversão de discriminações simples visuais, e sobre a manutenção de pré-escolares em situação experimental. O ambiente virtual era um cenário dinâmico apresentado na tela do computador, que simulava uma floresta com árvores sobre as quais eram posicionados os estímulos. Os experimentos 1 e 2 compararam os efeitos das condições A e B. Ambas empregaram o ambiente virtual, porém, como consequência para cada resposta correta, na Condição A eram exibidos trechos de vídeos de desenhos animados, e na Condição B, uma breve animação de estrelas coloridas com sons. Os resultados dos experimentos apontaram que o emprego de vídeos produziu menos erros e manteve as crianças engajadas em situação experimental. O Experimento 3 comparou os efeitos das condições A e C. Ambas empregaram vídeos como consequências para acertos; porém, na Condição A o cenário era o ambiente virtual, e na Condição C, um fundo branco e estático. Os resultados indicaram que os cenários não tiveram efeitos diferenciais sobre as variáveis consideradas dependentes. Em conjunto, os resultados indicaram que os tipos de consequências foram mais determinantes da aprendizagem do que o emprego do ambiente virtual. Palavras-chave: ambiente virtual, reforço, discriminação simples, reversão de discriminação, crianças.

Dark patterns refer to tricks built into websites and apps to manipulate users into acting unintentionally and detrimentally. An important issue is how such patterns might affect behaviour when actors are manoeuvred towards the sharing of their personal data, as exemplified in choices we face when downloading Apps or signing up for services provided on the internet. This paper presents our exploratory research into understanding the intention and subsequent actions of older teenagers responding to issues of personal data collection and (mis)use. The research is based on the competitive board-game Dark Pattern, in which players install apps, draw dark pattern cards, and make choices about the sharing of personal data. To win the game, a player must share as little data as possible and play cards that punish other players. We were interested to find out the extent to which the game was able to convey types of dark patterns to the players. Additionally, we wanted to explore how players’ perceptions of risks in data-sharing associated with their intention to protect their personal data. Finally, we were interested to explore potential gender difference, and whether this might be associated with intention to protect personal data. 56 of the students who played the game answered a subsequent survey with questions about their experiences and the data was analysed using Partial Least Squares – Structural Equation modelling (PLS-SEM). Despite the findings showing that playing the game had only limited impact on knowledge about dark patterns matters, the analysis of the relationship with the factors in our model shows that knowledge has a significant contribution on behavioural intention, demonstrating that students with high dark pattern knowledge also report higher intention to take steps to protect their data.