Enhancing equivalence class formation by pretraining of other equivalence classes

1997 ◽  
Vol 47 (1) ◽  
pp. 69-96 ◽  
Author(s):  
Dawn M. Buffington ◽  
Lanny Fields ◽  
Barbara J. Adams
Keyword(s):  
Equivalence Class ◽  
Equivalence Classes ◽  
Class Formation ◽  
Equivalence Class Formation

Interactions among Emergent Relations during Equivalence Class Formation

1992 ◽  
Vol 45 (2b) ◽  
pp. 125-138 ◽  
Author(s):  
Lanny Fields ◽  
Barbara J. Adams ◽  
Sandra Newman ◽  
Thom Verhave
Keyword(s):  
College Students ◽  
Equivalence Class ◽  
Equivalence Classes ◽  
Class Formation ◽  
Successful Performance ◽  
Emergent Relations ◽  
Additional Intervention ◽  
Serial Testing ◽  
Equivalence Tests ◽  
Equivalence Class Formation

The interactions among symmetry, transitivity, and equivalence tests during the formation of 3-member equivalence classes were studied with 14 college students. After training AB and BC, a test with BA, CB, AC, and CA was conducted concurrently. Failure led to serial testing with probes for CA equivalence, BA symmetry, CA equivalence, CB symmetry, CA equivalence, AC transitivity, and CA equivalence. For five subjects, equivalence tests were passed immediately once BA and CB symmetry as well as AC transitivity had been induced. Thus, symmetry and transitivity were precursors for successful performance on equivalence tests. The conjoint function of symmetry and transitivity was assessed with the equivalence probes. As the equivalence probes were passed immediately, the presence of symmetry alone and transitivity alone were sufficient for their conjoint function without additional intervention. For different subjects, transitivity alone and symmetry were induced either directly with BA, CB, or AC probes or indirectly with equivalence probes. Equivalence probes can also induce various combinations of symmetry and transitivity. Thus, different subjects formed classes in various patterns at different rates.

scholarly journals A Developmental Analysis of Children’s Equivalence-class Formation and Disruption

2018 ◽  
Vol 1 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Carol Pilgrim ◽  
Rebecca Click ◽  
Mark Galizio
Keyword(s):  
Equivalence Class ◽  
Conditional Discrimination ◽  
Equivalence Classes ◽  
Class Formation ◽  
Matching Task ◽  
Preliminary Training ◽  
Reversal Training ◽  
Older Children ◽  
Age Related ◽  
Equivalence Class Formation

Developmental differences in children’s conditional discrimination learning, equivalenceclass formation, and equivalence-class disruption were investigated in two experiments. In Experiment 1, children between 2 and 9 years of age demonstrated age-related differences across a series of preliminary training steps, such that time to acquisition was more variable for younger than for older children on an initial identity matching and category matching task. However, uponcompletion of the preliminary training, there were no age-related differences in time to acquisition of the two arbitrary conditional discriminations that would serve as the basis for equivalence-class formation, nor were there differences in time to demonstrate stable equivalence classes (Experiment 2). Also in Experiment 2, children between 2 and 14 years of age were exposed to a potential challenge to the demonstrated equivalence classes; the reinforcement contingency for theAC conditional discrimination was reversed (i.e., given A1, A2 or A3, reinforcers were produced by selecting C2, C3, or C1 respectively). While there was little change in performance on reflexivity or BA symmetry tests following the challenge, age-related differences were obtained for CA symmetry and combined tests for equivalence. The older children were more likely to demonstrate an orderly change in equivalence-class membership consistent with the reversal training, while the younger children showed either little change or substantial disruption in their equivalence patterns. These data are considered in relation to more traditional investigations of children’s category formation, as well as their implications for the study of equivalence-class formation and flexibility.

Effects of select and reject control on equivalence class formation and transfer of function

2015 ◽  
Vol 104 (2) ◽  
pp. 146-166 ◽  
Author(s):  
William F. Perez ◽  
Gerson Y. Tomanari ◽  
Manish Vaidya
Keyword(s):  
Equivalence Class ◽  
Class Formation ◽  
Transfer Of Function ◽  
Equivalence Class Formation

Untrained Temporal Differentiation and Equivalence Class Formation

1998 ◽  
Vol 48 (3) ◽  
pp. 481-510 ◽  
Author(s):  
Ruth Anne Rehfeldt ◽  
Linda J. Hayes
Keyword(s):  
Equivalence Class ◽  
Class Formation ◽  
Temporal Differentiation ◽  
Equivalence Class Formation

scholarly journals EQUIVALENCE CLASS FORMATION: A METHOD FOR TEACHING STATISTICAL INTERACTIONS

2009 ◽  
Vol 42 (3) ◽  
pp. 575-593 ◽  
Author(s):  
Lanny Fields ◽  
Robert Travis ◽  
Deborah Roy ◽  
Eytan Yadlovker ◽  
Liliane de Aguiar-Rocha ◽  
...  
Keyword(s):  
Equivalence Class ◽  
Class Formation ◽  
Statistical Interactions ◽  
Equivalence Class Formation

Identity and Delay Functions of Meaningful Stimuli: Enhanced Equivalence Class Formation

2014 ◽  
Vol 64 (3) ◽  
pp. 349-360 ◽  
Author(s):  
Erik Arntzen ◽  
Richard K. Nartey ◽  
Lanny Fields
Keyword(s):  
Equivalence Class ◽  
Class Formation ◽  
Equivalence Class Formation ◽  
Meaningful Stimuli
Sign in / Sign up

Export Citation Format

Share Document