Stimulus Equivalence Instruction of Fraction‐decimal Relations

Lynch, Deirdre C.; Cuvo, Anthony J.

doi:10.1901/jaba.1995.28-115

Cited by 83 publications

(82 citation statements)

References 19 publications

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“…Lynch and Cuvo (1995) developed a protocol that provided low performing fifth-and sixth-grade students with an opportunity to match fraction ratios (A) to their graph/pictorial illustrations (B) . Subsequently, students were trained to match the pictorials (B) to their corresponding decimal values (C).…”

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confidence: 99%

“…During training, selection of the correct comparisons simply resulted in a computer-generated verbalization of the word "yes. " In discussing their findings, Lynch and Cuvo (1995) note that modification of their strategies might be needed and that teaching students to learn broad-spectrum rules during training might have enhanced the generalized math performance of their participants. Lynch and Cuvo's (1995) protocol is consistent with the "traditional" experimental arrangements in equivalence and relational frame preparations (ct. Leader & Barnes-Holmes, 2001).…”

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confidence: 99%

“…In discussing their findings, Lynch and Cuvo (1995) note that modification of their strategies might be needed and that teaching students to learn broad-spectrum rules during training might have enhanced the generalized math performance of their participants. Lynch and Cuvo's (1995) protocol is consistent with the "traditional" experimental arrangements in equivalence and relational frame preparations (ct. Leader & Barnes-Holmes, 2001). To date, most stimulus equivalence and Relational Frame Theory (RFT) studies have required participants to perform a series of conditional discriminations during matching-to-sample (MTS) training.…”

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A Relational Frame and Artificial Neural Network Approach to Computer-Interactive Mathematics

et al. 2005

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Fifteen participants unfamiliar with mathematical operations relative to reflections and vertical and horizontal shifts were exposed to an introductory lecture regarding the fundamentals of the rectangular coordinate system and the relationship between formulas and their graphed analogues. The lecture was followed immediately by computer-assisted instructions and matching-tosample procedures in which participants were e)(posed to computerposted rules regarding the relationship between particular types of formulas and their respective graphs. After participants demonstrated mutual entailment on formula-to-graph and graph-toformula functions, they were assessed for 36 novel relations on complex variations of the original training formulas and graphs. In Experiment 1, 5 of 15 participants demonstrated perfect or near perfect performance on all novel relationships. Experiment 2 was directed at the remaining 10 participants who failed to correctly identify all mathematical relationships assessed in Experiment 1 . The error patterns for these 10 participants were classified with the help of an artificial neural network self-organizing map (SOM). Training in Experiment 2 was directed exclusively at the types of errors identified by the SOM . Following remedial training , all participants demonstrated a substantial reduction in errors compared to their performance in Experiment 1. Derived transfer of stimulus control using mathematical relations is discussed.Many everyday occurrences entail two or more elements that are associated by some rule of correspondence. The mathematical term for such a correspondence is a relation. Within the stimulus equivalence Portions of this paper were presented at the 29th Annual Convention of the Association for Behavior Analysis, San Francisco, May 2003. We thank Dermot Barnes-Holmes and two excellent reviewers for their detailed and constructive comments on this manuscript.

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A Relational Frame and Artificial Neural Network Approach to Computer-Interactive Mathematics

et al. 2005

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“…If a relation BC is also taught, then the property of transitivity is usually shown: The relation AC emerges in the absence of direct training (e.g., Lynch & Cuvo, 1995;Stromer & Osborne, 1982). The property of reflexivity is documented when participants also prove capable, without direct training, of matching each sample to an identical comparison.…”

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confidence: 99%

“…This formulation of stimulus equivalence has stimulated much research and theorizing, leading to a behavioral analysis of symbolic behavior (Hayes, 1991;Sidman, 1986Sidman, , 1994 and to powerful applications to teaching and rehabilitation (e.g., Cowley, Green, & BraunlingMcMorrow, 1992;de Rose, de Souza, & Hanna, 1996;Lynch & Cuvo, 1995;Matos & D'Oliveira, 1992;Stromer, Mackay, & Stoddard, 1992).…”

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Reorganization of Equivalence Classes After Reversal of Baseline Relations

et al. 2000

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reversed baseline conditional discriminations after the emergence of equivalence classes. College students' performance was consistent with the reversed baselines in subsequent symmetry tests, but was consistent with pre reversal baselines in transitivity tests. The present study replicated systematically Pilgrim and Galizio's experiment. Following the emergence of two four-members equivalence classes, 9 college students were exposed to reversal of a baseline conditional discrimination, training of a new conditional discrimination , reversal of another baseline conditional discrimination, and return to the original baseline. Both symmetry and transitivity performances were consistent with the reversed baselines for most participants. These results may be due to increased strength of the reversed baselines, trained with continuous reinforcement and reviewed before probes, whereas Pilgrim and Galizio trained reversals with intermittent reinforcement in the context of probing. The use of different stimuli and stimulus display may have also affected the results.When humans learn conditional relations through a matching-tosample procedure, they often show also emergent relations. Thus, if participants learn a relation AB (selecting comparison stimuli B1, B2, .. . , Bn, conditionally upon samples A 1, A2 , ... or An , respectively), this relation is usually shown to have the property of symmetry: The relation

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The effects of three stimulus‐equivalence testing conditions on emergent US geography relations of children diagnosed with autism

LeBlanc

Miguel

Cummings

et al. 2003

Behavioral Interventions

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Two children with autism were trained in US geography using a match to sample procedure. Different testing procedures commonly used in stimulus equivalence research were compared, including some conditions with reinforcement for responding to enhance motivation. Both children were able to master the trained geography relations and emergent stimulus relations were also noted. All three testing procedures produced similar effects, suggesting that incorporation of procedures to enhance motivation to respond does not invalidate testing in a stimulus equivalence preparation.

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Stimulus Equivalence Instruction of Fraction‐decimal Relations

Cited by 83 publications

References 19 publications

A Relational Frame and Artificial Neural Network Approach to Computer-Interactive Mathematics

A Relational Frame and Artificial Neural Network Approach to Computer-Interactive Mathematics

Reorganization of Equivalence Classes After Reversal of Baseline Relations

The effects of three stimulus‐equivalence testing conditions on emergent US geography relations of children diagnosed with autism

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