Contextual Control of Equivalence‐based Transformation of Functions

Abstract

The transformation of functions refers to the untrained acquisition of stimulus functions among members of stimulus equivalence classes or relational frames. Although it is widely assumed that contextual control over the transformation of fuctions must exist, this has not yet been conclusively demonstrated in laboratory studies. Four experiments are reported in which (a) stimulus equivalence classes were established, (b) a conditional stimulus function was trained for one member of each of the classes, and (c) multiple-exemplar procedures were used to train and test for contextual control over the transformation of the stimulus function within the classes and to assess whether it generalized to new equivalence classes. Although a significant amount of training was required, the procedures ultimately resulted in the contextual control of function transformation for 9 of 10 participants and generalized contextual control for 4 of 5 participants.

A Derived Transformation of Valence Functions Across Two 8-Member Comparative Relational Networks

“…That is, RFT predicts that the Bhappiness^functions of the A-B-C-D stimuli would differ along a comparative dimension A>B>C>D, where A would be the happiest and D the least happy. In other words, the functions of the stimuli would transform in accordance with the entailed relations (Amd and Barnes-Holmes 2014;Amd et al 2013;De Almeida and de Rose 2015;Dougher et al 1994Dougher et al , 2002Munnelly et al 2010;Roche and Dymond 2008).…”

A Relational Frame Theory Contribution to Social Categorization

“…The phenomenon referred to as the transfer of stimulus functions has also been referred to as the transformation of stimulus functions (Dougher, Perkins, Greenway, Koons, & Chiasson, 2002). Studies examining this phenomenon involve methods where some number of equivalence classes is established using matching-to-sample or other training procedures.…”

“…Following this training history, the remaining members of all of the classes are tested to see if they also have acquired the new behavioral function. If the other members of the class from which the subset was selected acquire the new function but the members of the other class do not, the novel functions are said to have transferred within the equivalence class (Dougher, et al, 2002). This phenomenon has been robustly demonstrated in studies of respondent elicitation (Dougher, Auguston, Markham, Greenway, & Wulfert, 1994) as well as operant paradigms containing stimuli bearing functions for gender (e.g., Kohlenberg, Hayes, & Hayes, 1991;Moxon, Keenan, & Hine, 1993), anxiety (Leslie, Tierney, Robinson, Keenan, Watt, & Barnes, 1993) and terrorism (e.g., Dixon, Dymond, Rehfeldt, Roche, & Zlomke, 2003;Watt, Keenan, Barnes, & Cairns, 1991).…”

Establishing Contextual Control over Symmetry and Asymmetry Performances in Typically Developing Children and Children with Autism

“…There have been a number of studies of complex forms of contextual control over relational responding, including the relating of relations and the relating of relational networks to relational networks (Stewart, Barnes-Holmes, Roche, & Smeets, 2001). Dougher, Perkins, Greenway, Koons, and Chiasson (2002) reported evidence of derived contextually controlled equivalence in adults. In the first part of the study, the researchers established three three-member classes using unfamiliar stimuli.…”