scholarly journals Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome

2014 ◽  
Vol 64 (2) ◽  
pp. 195-208 ◽  
Author(s):  
Priscila C. Grisante ◽  
Julio C. de Rose ◽  
William J. McIlvane
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Stimulus Equivalence ◽  
Equivalence Classes

Transfer of Social Attributions in Stimulus Equivalence Classes by Preschool Children

1997 ◽  
Vol 80 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Mark Egli ◽  
Beth Joseph ◽  
Travis Thompson
Keyword(s):  
Preschool Children ◽  
Antisocial Behavior ◽  
Equivalence Class ◽  
Stimulus Equivalence ◽  
Computer Game ◽  
Equivalence Classes ◽  
Antisocial Behaviors ◽  
Conditional Discriminations ◽  
Response Options ◽  
Social Attributions

The transfer of social attributions within stimulus-equivalence classes comprised of photographs of children was examined. Five children (mean age: 4 yr., 2 mo.) were taught conditional discriminations sufficient for the emergence of two 3-member equivalence classes (A1-B1-C1 and A2-B2-C2). Social attributions were established by using two photographs to identify fictional children who could facilitate (B1) or prevent (B2) the participant's reinforcement on a computer game. Transfer of attribution was assessed by asking the participants questions regarding predicted social behaviors by children in all six photographs. One set of questions pertained explicitly to the response-options of the computer game; a second set referred to other prosocial and antisocial behaviors. Three children chose photographs in response to questions consistent with their experience with members B1 and B2 of the shared equivalence class when the questions pertained to the computer game. One subject also selected photographs in response to questions about predicted prosocial and antisocial behavior which reflected her experience with the B1 and B2 photographs.

scholarly journals WebQuest Technologies: Developing Communicative Sphere of Preschool Children with Down Syndrome

2020 ◽  
Vol 9 (3) ◽  
pp. 55
Author(s):  
Anna Syzko ◽  
Tetiana Sushchynska ◽  
Natalya Anastasova ◽  
Olha Donchenko ◽  
Anna Dubovenko
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Children With Down Syndrome

Transfer and Stimulus Equivalence Classes Derived From Simultaneously Presented S+ and S- Stimuli

2000 ◽  
Vol 1 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Paul M. Smeets ◽  
Dermot Barnes-Holmes ◽  
Mary Nagle
Keyword(s):  
Stimulus Equivalence ◽  
Equivalence Classes

scholarly journals PMS1 EFFICACY OF EXERCISE THERAPY AMONG PRESCHOOL CHILDREN WITH DOWN SYNDROME

2019 ◽  
Vol 22 ◽  
pp. S694
Author(s):  
O. Kraliczky ◽  
B. Szilágyi ◽  
M. Hock ◽  
P. Ács ◽  
I. Boncz ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Exercise Therapy ◽  
Children With Down Syndrome

scholarly journals Equivalence Projective Simulation as a Framework for Modeling Formation of Stimulus Equivalence Classes

2020 ◽  
Vol 32 (5) ◽  
pp. 912-968 ◽  
Author(s):  
Asieh Abolpour Mofrad ◽  
Anis Yazidi ◽  
Hugo L. Hammer ◽  
Erik Arntzen
Keyword(s):  
Stimulus Equivalence ◽  
Human Subjects ◽  
Network Models ◽  
Equivalence Classes ◽  
Equivalence Relations ◽  
Learning Context ◽  
Neural Network Models ◽  
Equivalence Theory ◽  
Hypothetical Experiment ◽  
Theory Research

Stimulus equivalence (SE) and projective simulation (PS) study complex behavior, the former in human subjects and the latter in artificial agents. We apply the PS learning framework for modeling the formation of equivalence classes. For this purpose, we first modify the PS model to accommodate imitating the emergence of equivalence relations. Later, we formulate the SE formation through the matching-to-sample (MTS) procedure. The proposed version of PS model, called the equivalence projective simulation (EPS) model, is able to act within a varying action set and derive new relations without receiving feedback from the environment. To the best of our knowledge, it is the first time that the field of equivalence theory in behavior analysis has been linked to an artificial agent in a machine learning context. This model has many advantages over existing neural network models. Briefly, our EPS model is not a black box model, but rather a model with the capability of easy interpretation and flexibility for further modifications. To validate the model, some experimental results performed by prominent behavior analysts are simulated. The results confirm that the EPS model is able to reliably simulate and replicate the same behavior as real experiments in various settings, including formation of equivalence relations in typical participants, nonformation of equivalence relations in language-disabled children, and nodal effect in a linear series with nodal distance five. Moreover, through a hypothetical experiment, we discuss the possibility of applying EPS in further equivalence theory research.

Communicative Profiles of Preschool Children with Handicaps

1989 ◽  
Vol 54 (2) ◽  
pp. 148-158 ◽  
Author(s):  
Amy M. Wetherby ◽  
Dianne G. Yonclas ◽  
Amy A. Bryan
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Language Impairments ◽  
Normal Range ◽  
Normal Children ◽  
Intentional Communication ◽  
Specific Language ◽  
Specific Language Impairments ◽  
Standard Sampling ◽  
Sampling Procedures

The purpose of this study was to compare the communicative profiles of preschool children with handicaps to those of normal children functioning in the prelinguistic and one-word stage using standard sampling procedures. The children with handicaps included 4 with Down syndrome, 4 with specific language impairments, and 3 with autism. Measures obtained from the communication samples included rates of intentional communication and proportions of communicative functions, discourse structure, communicative means, and syllabic shape. The results of the children with Down syndrome fell within the normal range on all parameters. The common pattern displayed by the children with specific language impairments was a deviation in syllabic shape. The children with autism displayed adequate rates of communicating but fell outside of the normal range for their language stage on the other communicative parameters. Clinical implications of these findings for the early identification of children with communicative impairments are discussed.

Effects of preexperimental history on the formation of stimulus equivalence classes: A study with supporters of Brazilian soccer clubs.

2015 ◽  
Vol 8 (3) ◽  
pp. 385-396 ◽  
Author(s):  
Verônica Bender Haydu ◽  
Julio Camargo ◽  
Henrique Bayer
Keyword(s):  
Stimulus Equivalence ◽  
Equivalence Classes
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