Stimulus Equivalence

Green, Gina; Saunders, Richard

doi:10.1007/978-1-4899-1947-2_8

Cited by 105 publications

(114 citation statements)

References 78 publications

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“…That is, a stimulus can be said to have a meaning to the extent that it functions as a symbol. To respond to a stimulus symbolically is to respond to that stimulus in terms of another stimulus; in other words relationally (Green & Saunders, 1998;Sidman, 1990;Wilkinson & McIlvane, 2001).…”

Section: Discussionmentioning

confidence: 99%

The interfering effect of emotional stimulus functions on stimulus equivalence class formation: implications for the understanding and treatment of anxiety

Tyndall

Roche

James

2009

European Journal of Behavior Analysis

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Section: Discussionmentioning

confidence: 99%

The interfering effect of emotional stimulus functions on stimulus equivalence class formation: implications for the understanding and treatment of anxiety

Tyndall

Roche

James

2009

European Journal of Behavior Analysis

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“…The gradual vs. abrupt emergence could be related to the fact that Sidman's analyses were based on testing for emergent relations in which the tests were arranged as test probes and not as separate test blocks as in the present study. The differential effects of conducting tests for the properties of equivalence arranged in test probes or separate test blocks are explored relatively little (Green & Saunders, 1998), and experiments should be designed to study these differences in test arrangements.…”

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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“…Nos estudos apontados neste trabalho, em geral, os resultados nesse teste foram regulares, no sentido de que os participantes responderam de imediato ou com atraso (Green & Saunders, 1998), isto é, após uma segunda exposição às tentativas. Pode-se questionar, entretanto, o caráter rigorosamente emergente das relações demonstradas nesse teste, se for levado em conta que ocorreram depois do estabelecimento de uma de linha de base cujo formato foi de encadeamento.…”

Section: Considerações Finais E Questões Para Futuras Pesquisasunclassified

Formação de sequências: aspectos conceituais e metodológicos

2009

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RESUMOA noção de controle de estímulos pode ser aplicada à análise de comportamentos novos, derivados de contingências que estabelecem a produção de sequências, nas quais a ordem tem uma importante função. O presente estudo teve como objetivo apontar algumas descrições comportamentais sobre o responder sequencial, sugeridas por alguns autores. Apresenta alguns aspectos conceituais referentes à relação entre topografia de controle de estímulos e aprendizagem relacional; tipos de sequências; e a definição de sequências baseada em propriedades matemáticas e outras possíveis fontes de controle. Os estudos relatados apresentaram em comum um treino por encadeamento ou sobreposição de estímulos que constituíam a linha de base para exposição aos testes de transitividade, conectividade e formação de classes ordinais. Conclui-se que no responder sequencial, a variável ordem se define a partir de dimensões ou características de estímulos com as quais tem relação, dentre as quais o tamanho da sequência e a temporalidade e remete à relação entre eventos antecedentes e consequentes. Palavras-chave: produção de sequencias; encadeamento; humanos. ABSTRACT Sequence Formation: Conceptual and Methodological AspectsThe idea of stimulus control can be applied to the analysis of new behavior, which derives from contingencies that establishes the production of sequences, in which order has an important function. The present study had as its objective to point out some behavioral descriptions about sequential responding, as suggested by previous authors. It presents some conceptual aspects about the relation between stimulus control topography and relational learning; the kinds of sequences; and the definition of sequences based on mathematical properties and other possible sources of control. The studies we reviewed have in common the chaining training or stimulus overlapping, which constitutes the baseline for the exposure to the transitivity, connectivity and ordinal classes formation tests. We conclude that in sequential responding, order as a variable is defined by the dimensions or characteristics of stimuli to which it is related -among them, the length of the sequence and temporality. Furthermore, it refers to the relation between antecedent and consequent events.

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Stimulus Equivalence

Cited by 105 publications

References 78 publications

The interfering effect of emotional stimulus functions on stimulus equivalence class formation: implications for the understanding and treatment of anxiety

The interfering effect of emotional stimulus functions on stimulus equivalence class formation: implications for the understanding and treatment of anxiety

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

Formação de sequências: aspectos conceituais e metodológicos

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