Performance by Older Adults on Identity and Arbitrary Matching-to-Sample Tasks

Steingrimsdóttir, Hanna Steinunn; Arntzen, Erik

doi:10.1007/s40732-014-0053-8

Cited by 15 publications

(15 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The main advantage of combining these two procedures is the gradual introduction of new relations that are to be taught, always with the concurrent presentation of relations that were previously established. This gradual introduction prevents the occurrence of errors (Terrace, 1963), which can have negative effects on the participants' engagement in the task, especially with elderly participants who have some form of NCD (Steingrimsdottir & Arntzen, 2014).…”

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

“…In a series of case studies of patients with dementia, Steingrimsdottir and Arntzen reported the difficulties that some elderly people with these conditions have in learning arbitrary conditional relations in matching-to-sample (MTS) tasks (Steingrimsdottir & Arntzen, 2011a, 2014). These subjects also presented positive performance in identity-matching-to-sample tasks (Steingrimsdottir & Arntzen, 2011b, 2014). These authors stated that procedures that teach identity relations to these elderly people are most effective when a sample and comparisons are presented simultaneously (or with a 0-s delay when only two comparison stimuli are presented), with longer periods of training and the use of specific instructions.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Learning conditional relations in elderly people with and without neurocognitive disorders.

Ducatti¹,

Schmidt²

2016

Psychology & Neuroscience

View full text Add to dashboard Cite

Elderly people with neurocognitive disorders (NCDs) present difficulties in learning and maintaining arbitrary conditional relations between stimuli. The aims of Study 1 were to (a) verify the efficacy of a procedure of teaching conditional relations by exclusion in elderly people with and without NCDs and (b) determine the presence or absence of the formation of equivalence classes based on this procedure. Five elderly people without NCDs (control group [CG]) and 6 elderly women with NCDs (experimental group [EG]) underwent a teaching-by-exclusion procedure (linear structure) with 4 classes of stimuli with 5 stimuli each (dictated names of people, photographs, written names, degrees of relatedness, and profession). The formation of equivalence classes was then tested. All of the participants in the CG learned the conditional relations, and 3 of the 5 formed equivalence classes. However, none of the participants in the EG learned the AB relations, despite demonstrating performance by exclusion. The aim of Study 2 was to determine the efficacy of a procedure that combined teaching by exclusion and the delayed-cue procedure to teach arbitrary relations to elderly people with NCDs. Four elderly women with NCDs underwent a teaching procedure (one-to-many structure) with 3 classes with 3 visual stimuli each (photographs, written names, and names of professions). All of the participants learned the conditional relations, and 2 named some of the photographs that were presented. The procedure effectively taught arbitrary relations and may be promising for studying intervention procedures in elderly people with NCDs.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Learning conditional relations in elderly people with and without neurocognitive disorders.

Ducatti¹,

Schmidt²

2016

Psychology & Neuroscience

View full text Add to dashboard Cite

show abstract

“…Several researchers have pointed out how emergent relations can contribute in the analysis of language and cognition (e.g., Barnes and Holmes, 1991 ; Sidman, 1994 ; Dougher et al, 2014 ). Also, studies have shown age differences in equivalence class formation (e.g., Saunders et al, 2005 ; Steingrimsdottir and Arntzen, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Electroencephalography (EEG) in the Study of Equivalence Class Formation. An Explorative Study

Arntzen

Steingrimsdóttir

2017

Front. Hum. Neurosci.

Self Cite

View full text Add to dashboard Cite

Teaching arbitrary conditional discriminations and testing for derived relations may be essential for understanding changes in cognitive skills. Such conditional discrimination procedures are often used within stimulus equivalence research. For example, the participant is taught AB and BC relations and tested if emergent relations as BA, CB, AC and CA occur. The purpose of the current explorative experiment was to study stimulus equivalence class formation in older adults with electroencephalography (EEG) recordings as an additional measure. The EEG was used to learn about whether there was an indication of cognitive changes such as those observed in neurocognitive disorders (NCD). The present study included four participants who did conditional discrimination training and testing. The experimental design employed pre-class formation sorting and post-class formation sorting of the stimuli used in the experiment. EEG recordings were conducted before training, after training and after testing. The results showed that two participants formed equivalence classes, one participant failed in one of the three test relations, and one participant failed in two of the three test relations. This fourth participant also failed to sort the stimuli in accordance with the experimenter-defined stimulus equivalence classes during post-class formation sorting. The EEG indicated no cognitive decline in the first three participants but possible mild cognitive impairment (MCI) in the fourth participant. The results suggest that equivalence class formation may provide information about cognitive impairments such as those that are likely to occur in the early stages of NCD. The study recommends replications with broader samples.

show abstract

“…Se, por um lado, as neurociências têm se concentrado fortemente em estudar de que maneira as alterações neuroquímicas e neurofisiológicas impactam o funcionamento cognitivo do indivíduo, a Análise do Comportamento, por sua vez, procura entender funcionalmente as relações entre variáveis comportamentais e ambientais, eventualmente utilizando medidas fisiológicas para a melhor compreensão dos desempenhos discriminativos dos indivíduos. Como afirmam Steingrimsdottir e Arntzen (2014), o estudo da memória ou da atenção, por exemplo, a partir de um referencial analíticocomportamental, tem como unidade de análise as relações funcionais entre o ambiente e o comportamento. Estudar os parâmetros em que essas variáveis podem produzir (ou não) déficits de controle de estímulos poderia servir, por exemplo, para rastrear casos de demência leve ou moderada (Steingrimsdottir & Arntzen, 2011).…”

unclassified

Formação de Classes de Estímulos Equivalentes em Idosos Saudáveis: Uma Revisão

Schmidt¹

2021

REBAC

View full text Add to dashboard Cite

O aumento da prevalência de idosos na população requer o desenvolvimento de conhecimentos básicos sobre o declínio “cognitivo” decorrente do processo natural de envelhecimento, ou de transtornos neurocognitivos. Estudos sobre controle de estímulos e, especificamente, sobre a formação de classes de equivalência, podem ajudar a elucidar essa questão. Os objetivos desta revisão foram: a) analisar estudos sobre o desempenho de idosos saudáveis em relação à aprendizagem de relações condicionais e formação e/ou manutenção de classes de equivalência; b) descrever o desempenho de idosos nessas tarefas em comparação a participantes jovens. Após busca nas bases Periódicos Capes e PsychInfo, e busca manual em cinco periódicos específicos de Análise do Comportamento, foram selecionados para análise nove artigos que tinham como participantes idosos saudáveis, que passaram por procedimentos de ensino de relações condicionais e testes de formação de classes de equivalência. A maioria dos estudos verificou que idosos aprendem as relações condicionais ensinadas e formam classes de equivalência. Falhas em atingir critérios nos procedimentos não podem ser seguramente atribuídas à idade. Estudos que investigaram o efeito de diferentes estruturas de treino de relações condicionais apresentaram resultados inconclusivos. Os três estudos que compararam o desempenho de idosos e jovens nessas tarefas verificaram pior desempenho dos idosos. Compreender as variáveis que contribuem ou prejudicam o desempenho de idosos na aprendizagem de relações condicionais e formação de classes de equivalência requer a ampliação das pesquisas, o controle cuidadoso de características dos idosos (e.g., escolaridade), a análise dos procedimentos adotados e o aumento do número de participantes estudados.Palavras-chave: Equivalência de estímulos, relações condicionais, estruturas de treino, controle de estímulos, idosos.

show abstract

Performance by Older Adults on Identity and Arbitrary Matching-to-Sample Tasks

Cited by 15 publications

References 32 publications

Learning conditional relations in elderly people with and without neurocognitive disorders.

Learning conditional relations in elderly people with and without neurocognitive disorders.

Electroencephalography (EEG) in the Study of Equivalence Class Formation. An Explorative Study

Formação de Classes de Estímulos Equivalentes em Idosos Saudáveis: Uma Revisão

Contact Info

Product

Resources

About