Emergence of Auditory-Visual Relations via Equivalence Class Formation in Children Diagnosed with Autism

Monteiro, Patricia Caroline Madeira; Barros, Romariz S.

doi:10.1007/s40732-016-0192-1

Cited by 12 publications

(11 citation statements)

References 21 publications

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“…It may be noted that tests were not given to evaluate whether the familiar logos and novel sounds functioned separately as reinforcing stimuli and as individual members of the equivalence classes established. However, such tests could be added readily to the protocol and might clarify the role played by each of these stimuli, thus extending the work of Varela andde Souza (2014, 2015) and Monteiro and Barros (2016), who used compound stimuli as reinforcers for children with autism.…”

Section: Discussionmentioning

confidence: 99%

Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure

2017

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Seven participants received conditional discrimination training that established the 12 conditional relations A1B1, A2B2, A3B3, A1C1, A2C2, A3C3, D1E1, D2E2, D3E3, D1F1, D2F2, and D3F3. The A stimuli were pictures of faces portraying emotional expressions; the others were arbitrary forms. Correct responses resulted in presentations of class-specific reinforcers, Sr1, Sr2, and Sr3. After training, tests confirmed the formation of ABC and DEF equivalence classes. Further tests then documented the merger of the classes and the emergence of SrB, SrC, SrE, and SrF relations, showing that the class-specific reinforcers were equivalence class members. Finally, participants did Semantic Differential ratings that tested whether the emotional valence of the A stimuli transferred to the arbitrary forms, B and E. The results show that participants' evaluations of the B and E stimuli were similar to evaluations of the A stimuli made by participants of a control group. This finding is considered as a demonstration that class-specific outcomes can mediate class merger phenomena and the transfer of functions through members of merged classes.

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Section: Discussionmentioning

confidence: 99%

Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure

2017

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“…Some studies have reported that the use of differential outcomes procedure has also been used to test the emergence of equivalence classes (Dube et al 1989;Goyos, 2000;Johnson et al 2014;Minster, Jones, Elliffe, & Muthukumaraswamy, 2006;Monteiro & Barros, 2016;Schenk, 1994;Silveira & de Rose, 2015;Silveira et al 2017;Varella & de Souza, 2014). For example, Dube et al (1989) used food vs. drink as outcomes, Schenk (1994) used red beads vs. blue beads, Goyos (2000) used red tokens vs. yellow tokens that could be exchanged for video cartoons or for small toys, Johnson et al (2014) used tokens with different colors, Monteiro and Barros (2016) used different sounds correlated to each class, Silveira and de Rose (2015) and Silveira et al (2017) correlated specific images and sounds to each class, and Varella and de Souza, (2014) used different edible reinforces and sounds. In their study Silveira and de Rose (2015) did not found the formation of equivalence relations using non-biological outcomes, they explained their results assuming a lack of reinforcing properties of the outcomes used and suggested that nonbiological outcomes were not efficient for reinforcing the behavior of typical adults in laboratory settings.…”

Section: Discussionmentioning

confidence: 99%

The Differential Outcomes Effect Using Sensory Outcomes in a Many-to-One Matching-to-Sample Task

Morfín

Flores

Overmier

2018

Psic.: Teor. e Pesq.

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The present study was designed to evaluate the use of sensory outcomes (visual vs. auditory) using a differential outcomes procedure to facilitate learning in a many-to-one matching-to-sample task. For one group of participants (differential outcomes) each correct stimulus-choice sequence was always followed by a different outcome; whereas for the rest of participants (non-differential outcomes) each correct sequence was followed by the same outcome. Participants trained with differential outcomes showed a faster acquisition and higher overall accuracy than participants trained with non-differential outcomes. The results provide a new extension the differential outcomes effect by using sensory outcomes and many-to-one matching to-sample task; applications of the differential outcomes procedure are discussed.

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“…Estes resultados estendem os achados de estudos prévios (cf. Barros et al, 2006;Dube et al, 1987Dube et al, , 1989Dube & McIlvane, 1995;Goyos, 2000;Joseph et al, 1998;Johnson et al, 2014;Minster et al, 2006;Monteiro & Barros, 2016;Schenk, 1994;Varella & de Souza, 2014 por demonstrar a possiblidade de que desempenhos que caracterizam a transferência de funções podem ocorrer a partir de reforçadores como nódulos.…”

Section: Transferência De Funçõesunclassified

“…Uma maneira alternativa de se estabelecer comportamentos controlados por relações derivadas consiste em submeter os sujeitos experimentais a contingências nas quais as relações entre os estímulos antecedentes e as consequências diferenciais sejam salientes (cf., Barros, Lionello-DeNolf, Dube, & McIlvane, 2006;Dube, McIlvane, Mackay, & Stoddard, 1987;Dube, McIlvane, Maguire, Mackay, & Stoddard, 1989;Goyos, 2000;Johnson, Meleshkevich, & Dube, 2014;Joseph, Overmeier, & Thompson, 1998;Minster, Jones, Ellife, & Muthukumaraswamy, 2006;Monteiro & Barros, 2016;Schenk, 1994;Varella & de Souza, 2014. No Experimento 2 do estudo de Schenk (1994), por exemplo, oito crianças foram submetidas ao procedimento MTS de identidade no qual a apresentação de dois tipos de consequências (i.e., bolinhas azuis e vermelhas) era contingente à escolha dos estímulos de comparação idênticos ao estímulo modelo.…”

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Estabelecimento E Reorganização De Relações Arbitrárias Derivadas Após O Treino Em Matching-to-Sample De Identidade Com Consequências Específicas

Silveira¹,

Mackay²,

Rose³

2018

REBAC

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RESUMONo Experimento 1, seis participantes foram treinados em um procedimento MTS de identidade (IDMTS) para estabelecer relações estímulo-estímulo A1A1, A2A2, A3A3; B1B1, B2B2, B3B3; e C1C1, C2C2, C3C3. Respostas corretas resultavam na apresentação de consequências específicas, Sr1, Sr2 e Sr3. Uma resposta de consumação às consequências específicas foi requerida para que os participantes pudessem coletar os pontos nas tentativas de treino. O procedimento MTS arbitrário foi utilizado para documentar a formação de três classes de equivalência A1B1C1Sr1, A2B2C2Sr2 e A3B3C3Sr3. Em uma fase subsequente, o IDMTS com consequências específicas foi empregado para treinar as relações D1D1, D2D2 e D3D3. Os estímulos D eram fotografias de faces humanas expressando alegria (D1), tristeza (D2) e neutralidade (D3). Por último, avaliações por meio do diferencial semântico atestaram a ocorrência da transferência das funções (i.e., "significados") dos estímulos D para os estímulos C e para Sr1 e Sr3. Estes resultados sugeriram que as classes ABCSr se expandiram para incluir os estímulos significativos D (i.e., A1B1C1D1Sr1, A2B2C2D2Sr2 e A3B3C3D3Sr3). No Experimento 2 verificou-se que, para cinco participantes, o procedimento de reversão das consequências específicas Sr1 e Sr2 em relação aos estímulos C1, C2 e D1 e D2 deu origem a duas classes de equivalência reorganizadas (A1B1C2D2Sr2 e A2B2C1D1Sr1). Paralelamente, os dados do diferencial semântico documentaram a reversão dos significados atribuídos previamente aos estímulos D1 e D2. Estes achados sugerem que o procedimento de reversão reorganizou as classes de estímulos bem como seus significados. Porém, resultados análogos não foram reportados para as consequências específicas.Palavras-chave: Matching-to-sample de identidade, consequências específicas, classes de equivalência, reorganização de classes de equivalência, transferência de função, universitários ABSTRACT In Experiment 1, six participants were given identity matching to sample (IDMTS) training that established the stimulusstimulus relations A1A1, A2A2, A3A3; B1B1, B2B2, B3B3; and C1C1, C2C2, C3C3. Correct responses resulted in presentations of class-specific consequences, Sr1, Sr2, and Sr3. Consummatory responses to the class-specific consequences were required to collect points on training trials. Subsequent tests used arbitrary matching to sample to confirm the formation of three equivalence classes, A1B1C1Sr1, A2B2C2Sr2, and A3B3C3Sr3. Next, IDMTS, with the specific consequences, was used to train D1D1, D2D2 and D3D3 relations. These D stimuli were pictures of human faces portraying happiness (D1), sadness (D2), and neutrality (D3). Finally, tests used semantic differential ratings to document transfer of functions (i.e., "meanings") of the D stimuli to the C stimuli and to the Sr1 and Sr3 stimuli, in accord with class membership. These results suggest expansion of the ABCSr classes to include the meaningful D stimuli (i.e., A1B1C1D1Sr1, A2B2C2D2Sr2, and A3B3C3D3Sr3). Experiment 2 verified that, for five particip...

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Emergence of Auditory-Visual Relations via Equivalence Class Formation in Children Diagnosed with Autism

Cited by 12 publications

References 21 publications

Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure

Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure

The Differential Outcomes Effect Using Sensory Outcomes in a Many-to-One Matching-to-Sample Task

Estabelecimento E Reorganização De Relações Arbitrárias Derivadas Após O Treino Em Matching-to-Sample De Identidade Com Consequências Específicas

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