Manual-Observing Procedure: an Alternative to the Investigation of Stimulus Control and Equivalence Classes in Matching-to-Sample

Soares-Filho, Paulo Sergio Dillon; Carvalho, Lígia Mosolino de; Hamasaki, Eliana Isabel de Moraes; Campos, Heloísa Cursi; Pérez, William F.; Arntzen, Erik; Tomanari, Gerson Yukio

doi:10.1007/s40732-018-00328-z

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…It is possible this individual simply attended to the X stimulus that was added after initial A→B training in the AX→B condition even though it essentially did not add any additional information. An interesting extension of the current research would be to require an observing response on the part of the participants during initial ReT training [30]. Requiring participants to engage in such a response during training could function to increase attention to the task and subsequently affect scores on emergent relation tests.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Blocking Effect in Equivalence Classes Established by Match-to-Sample and Respondent-Type Training

Clayton¹

2020

Int J Psychol Behav Anal

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participants who are reinforced with feedback contingent on selecting the correct comparison stimulus that matches the sample during training sessions (i.e., selecting B 1 when presented with A 1 ).Tests for the emergence of untrained relations occur in the absence of reinforcement after these initial relations are taught. If the participant responds with a high level of accuracy on testing trials for emergent relations, it is inferred that the stimuli have joined in an equivalence class and now function interchangeably.While the direct reinforcement used in MTS accounts for the acquisition of the explicitly taught relations, it does not account for the emergent relations that appear in testing phases [9,10]. This finding limits the extent to which operant conditioning alone can explain equivalence class formation because the emergent relations themselves occur without any explicit reinforcement or training. In an attempt to examine the necessary and sufficient conditions for the emergence of untrained relations, Leader and Barnes-Holmes [11] demonstrated a procedure that resembles respondent rather than operant conditioning procedures called respondent-type training (ReT) that can reliably facilitate emergent relations between stimuli without any response requirement on the part of the participant. In ReT, the participant only needs to observe the stimuli as they occur in front of them. The stimuli are "paired" through contiguous temporal arrangement with one another. Shorter delays occur within pairs of

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Section: Discussionmentioning

confidence: 99%

Analysis of the Blocking Effect in Equivalence Classes Established by Match-to-Sample and Respondent-Type Training

Clayton¹

2020

Int J Psychol Behav Anal

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Reaction Times and Observing-Responses in Equivalence Classes: Cognitive Processing and Fluency

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Belanich²

2022

Psychol Rec

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Manual-Observing Procedure: an Alternative to the Investigation of Stimulus Control and Equivalence Classes in Matching-to-Sample

Cited by 2 publications

References 29 publications

Analysis of the Blocking Effect in Equivalence Classes Established by Match-to-Sample and Respondent-Type Training

Analysis of the Blocking Effect in Equivalence Classes Established by Match-to-Sample and Respondent-Type Training

Reaction Times and Observing-Responses in Equivalence Classes: Cognitive Processing and Fluency

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