Stimulus Equivalence Using a Respondent Matching-to-Sample Procedure with Verification Trials

Human language based on symbolization or sign-referent equivalence relations. The paper focuses on methods of studying the process of developing of sign-referent equivalence. Subject is trained in Matching-To-Sample task: for example, reinforcing of stimulus B if the sample was A, and stimulus D if the sample was C. Following test allows to reveal if new relations (for example, symmetry, if subject chooses stimulus A if the sample was B) appeared spontaneously. Human subjects usually pass this test successfully. This result may be explained by repeated demonstration of sign-referent symmetry during language learning and using. Our paper is dedicated to methods features which can be used to study sign-reference developing in human and animals. We discuss factors that leads to appearance of this crucial property of stimulus equivalence.

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Matching-to-sample and stimulus-equivalence training is effective for teaching expressive use of manual signs to adults with mental retardation

Evidence-Based Communication Assessment and Intervention ◽

10.1080/17489530802594655 ◽

2008 ◽

Vol 2 (4) ◽

pp. 213-214

Author(s):

James Luiselli

Keyword(s):

Mental Retardation ◽

Stimulus Equivalence ◽

Matching To Sample ◽

Manual Signs

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Influence of Identity versus Oddity Pretraining on Symmetric Matching to Sample

Psychological Reports ◽

10.2466/pr0.104.3.861-873 ◽

2009 ◽

Vol 104 (3) ◽

pp. 861-873 ◽

Cited By ~ 1

Author(s):

Harrie Boelens ◽

Jacqueline Schenk

Keyword(s):

Stimulus Equivalence ◽

Gradual Increase ◽

Reinforcement Contingency ◽

Matching To Sample ◽

Identity Group ◽

Identity Matching ◽

Arbitrary Matching

Identity and oddity matching tasks were designed for different groups of 5-yr.-old children. The presentation of tasks continued until all children had shown evidence of appropriate generalization to new stimuli (i.e., generalized identity matching or generalized oddity from sample). All children then received training on an arbitrary matching-to-sample task. Finally, tests of reflexivity and symmetry in responding were carried out in three consecutive sessions. The children in the Identity group showed reflexivity and symmetry in responses on all three tests; the children in the Oddity group showed oddity in responses on all tests, and a gradual increase in symmetry of responses across tests. These results provide evidence against special versions of multiple-exemplar and reinforcement contingency accounts of stimulus equivalence. Versions of the accounts to explain the findings are discussed.

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