The role of common stimulus functions in the development of equivalence classes.

College students were exposed to training designed to teach nine simple discriminations, such that sets of three arbitrary visual stimuli acquired common functions. For seven of eight participants, three 3-member contingency classes resulted. When the same stimuli were presented in a match-to-sample procedure under test conditions, four participants demonstrated equivalence-consistent responding, matching all stimuli from the same contingency class. Test performance for two participants was systematically controlled by other variables, and for a final participant was unsystematic. Exposure to a yes/no test yielded equivalence-consistent performance for one participant where the match-to-sample test had not. Implications for the treatment of equivalence as a unified, integrated phenomenon are discussed.

Grantor dc:publisher

University of North Texas

Year dc:date

2004

Author dc:creator

• MacIver, Kirsty

Contributors dc:contributor

• Vaidya, Manish
• Glenn, Sigrid S., 1939-
• Smith, Richard

• Categorization (Psychology)
• stimulus equivalence
• functional classes
• categorization
• derived stimulus relations
• college students

Statement dc:rights

• Public
• Copyright
• MacIver, Kirsty
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 56636181
https://digital.library.unt.edu/ark:/67531/metadc4593/
ark: ark:/67531/metadc4593

OAI identifier oai:identifier

info:ark/67531/metadc4593