Social Categorization and Stimulus Equivalence

The Problem is not Learning: Facilitated Acquisition of Stimulus Equivalence Classes Among Low-Achieving college students

“…Findings of the current study are consistent with previous stimulus equivalence research indicating that the inclusion of meaningful stimuli affects class formation Leslie, et al, 1993;Merwin & Wilson, 2005;Moxon, et al, 1993;Watt et al, 1991). Previous studies, however, have focused on inhibition of equivalence class formation when the derived relations are among emotionally salient stimuli seen pre-experimentally as incongruent.…”

The Relation between Psychological Flexibility and Mental Health Stigma in Acceptance and Commitment Therapy: A Preliminary Process Investigation

“…Stereotypes and stigma are also extremely difficult to disconfirm (e.g., Fyock & Stangor, 1994;Stangor & McMillan, 1992). Alternative information is resisted if it conflicts with older stereotypes (Moxon, Keenan, & Hine, 1993;Watt, Keenan, Barnes, & Cairns, 1991). Literature also suggests that new attitudes generated by a given psychosocial intervention can override the old ones, but not completely replace them (Wilson, Lindsey, & Schooler, 2000).…”

Prejudice, terrorism, and behavior therapy

“…When new networks of verbal relations are formed it is easy to show that old ways of thinking will quickly re-emerge if the new ways of thinking are not constantly successful (e.g., Rehfeldt & Hayes, 2000;Wilson & Hayes, 1996). Furthermore, new relations are resisted if the new material conflicts with older stereotypes (Moxon, Keenan, & Hine, 1993;Watt, Keenan, Barnes, & Cairns, 1991), as compared to similar learning that appears to be neutral (e.g., Barnes & Keenan, 1993;Hayes, Kohlenberg, & Hayes, 1991). Perhaps as a result, stereotyped information tends to be better remembered (Bodenhausen, 1988) and ambiguous information tends to be construed as stereotype-confirming (Duncan, 1976).…”