Enhancing equivalence class formation by pretraining of other equivalence classes

Buffington, Dawn M.; Fields, Lanny; Adams, Barbara J.

doi:10.1007/bf03395213

Cited by 56 publications

(76 citation statements)

References 46 publications

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“…First, the formation of stimulus classes has been shown to be a direct function of number of nodes; the formation of stimulus classes is less likely as number of nodes increases (Fields et aL, 1993). Second, pretraining enhances the emergence of new stimulus classes, and the enhancement effect is a direct function of class size trained (Buffington, Fields, & Adams, 1997). Third, the number of stimuli in the pretrained classes enhance the emergence of new equivalence classes .…”

Section: Discussionmentioning

confidence: 99%

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Arntzen

Holth

2000

Psychol Rec

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Two experiments were conducted to study stimulus equivalence as a function of class size and number of classes. In the first experiment, equivalence was tested in 50 normal adult subjects following a linear series training structure. Subjects were successively assigned to either of 10 groups, exposed to a specific stimulus material. For subjects in which number of classes increased, up to six, B-stimuli served as pictures, while A-, and Cstimuli were Greek letters, and "equivalence" was tested in CA tests. The A-, B-, and C-stimuli were the same for all subjects in whom class members increased up to six, where D-, E-and Fstimuli were Greek letters. FOllowing AB, BC, CD, DE, and FE training , FA, EA, FB, FC, EB, DA, FD, EC, DB, and CA "equivalence" tests were run. In the second experiment, a manyto-one training structure was used to study equivalence as a function of increasing class size without increase number of nodes. The results indicate that the probability of equivalence decreased more as function the number of nodes than as a function of number of classes. Reaction times, particularly to the comparison stimuli, generally increased initially during tests, possibly indicating precurrent problem solving behavior prior to the response to a comparison stimulus.

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Section: Discussionmentioning

confidence: 99%

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Arntzen

Holth

2000

Psychol Rec

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“…In each, the participants attempted to form 3-node, 5-member equivalence classes with an A→B→C→D→E training structure, in which four of the five stimuli were abstract and one was a meaningful stimulus. The simultaneous protocol was used for training and testing (Buffington, Fields, & Adams, 1997;Fields et al, 1997;Imam, 2006). Because this protocol typically produces relatively poor yields, it is a preparation that is sensitive to variables that influence the likelihood of equivalence class formation (Arntzen, 2012;Fields et al, 2012;Fields, Hobbie-Reeve, Adams, & Reeve, 1999).…”

Section: Methodsmentioning

confidence: 99%

Training order and structural location of meaningful stimuli: Effects on equivalence class formation

2015

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In the present study, equivalence class formation was influenced by the temporal point of inclusion of a meaningful stimulus when baseline relations were serially or sequentially trained, and much less so by the location of the meaningful stimulus in the nodal structure of the class. In Experiment 1, participants attempted to form three 3-node, 5-member classes (A→B→C→D→E) under the simultaneous protocol. After serially training the baseline relations AB, BC, CD, and DE, in that order, the emergence of all emergent relations was tested concurrently. In the A-as-PIC condition, Awas meaningful stimulus and B to E were meaningless stimulus, and 60 % of the participants formed classes. In addition, classes were formed by 40 %, 70 %, 40 %, and 20 % of the participants in the B-as-PIC, C-as-PIC, D-as-PIC, and E-as-PIC groups, respectively. Thus, the likelihood of class formation could have been influenced by the location of a meaningful stimulus in the class structure and/or by its order of introduction during training. In Experiment 2, we controlled for any effect of order of introduction by the concurrent training of all of the baseline relations. Regardless of the location of the meaningful stimulus, 0-20 % of participants formed classes. Thus, the temporal order of introducing a meaningful stimulus was the primary modulator of the class-enhancing property of meaningful stimuli, and not the location of the meaningful stimulus in the class structure.

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“…Except for a few studies little effort has been made to determine whether there are differences in outcome as a function of training structure. A few studies have shown that the linear series training structure is the least effectual (Arntzen & Holth, 1997;Buffington, Fields, & Adams, 1997;Fields et aI., 1997), and Fields and co-workers have painted out that equivalence classes in adults are unlikely to emerge from a linear series training structure when all baseline relations are trained concurrently and the tests for emergent relations are introduced concurrently (Fields et aI., 1997). Results from Arntzen and Holth (1997) indicated that the "linear series" training structure may be the least effective in producing equivalence, and also that in contrast to some earlier studies, one-tomany was superior to many-to-one structure.…”

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confidence: 99%

Equivalence Outcome in Single Subjects as a Function of Training Structure

Arntzen

Holth

2000

Psychol Rec

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Previous studies comparing groups of subjects have indicated differential probabilities of stimulus equivalence oute,ome as a function of training structure. Both one-to-many (OTM) and manyto-one (MTO) training structures seem to produce stimulus equivalence more often than a linear series training structure. The purpose of the present study was to explore whether or not corresponding differential probabilities of equivalence outcome as a function of training structure can be demonstrated in the performances ' of single subjects. In Experiment 1, equivalence outcome was tested successively following training according to each of the three training structures. All subjects responded in accord with equivalence following the OTM training structure independent of the training order, except for 1· subject who did not respond in accord with equivalence following neither of the three training structures. Furthermore, 2 subjects demonstrated individual success following both one-to-many and many-to-one training even when they did not demonstrate success following linear series training, while the reverse never happened. In Experiment 2, equivalence outcome was tested successively following training according to a many-to-one and a one-to-many training structure with both 2 and 3 classes of stimuli. The results showed that all subjects responded in accord with equivalence following the OTM training structure, while 2 subjects did not respond in accord with equivalence following the MTO training structure. In Experiment 3, equivalence outcome was tested successively following training according to a many-to-one training structure and one-to-many training structure with both 3 and 4 members in each class. In accord with the results of Arntzen and Holth (1997) the present results indicated a superiority of the oneto-many over alternative training structures as regards the . probability of an equivalence outcome. There was no difference in the probability of an equivalence outcome following one-to-many

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Enhancing equivalence class formation by pretraining of other equivalence classes

Cited by 56 publications

References 46 publications

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

Training order and structural location of meaningful stimuli: Effects on equivalence class formation

Equivalence Outcome in Single Subjects as a Function of Training Structure

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