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 Effects of Limited Hold on Equivalence Class Formation

2021 ◽  
Author(s):  
Felix Högnason ◽  
Erik Arntzen
Keyword(s):  
Equivalence Class ◽  
Stimulus Equivalence ◽  
Equivalence Classes ◽  
Preliminary Training ◽  
Limited Hold ◽  
Emergent Relations ◽  
Adult Participants ◽  
Identity Matching ◽  
Abstract Stimuli ◽  
Equivalence Class Formation

AbstractIn an attempt to limit the opportunity to engage in mediating behavior, two groups of adult participants received preliminary training in identity matching with limited hold levels (LH) for responding of 0.7 s for the sample and 1.2 s for the comparisons. The two groups were subsequently trained to form three 5-member classes, using the same LH levels, where the A, B, D, and E stimuli were abstract stimuli, and the C stimuli were meaningful pictures. In two tests for emergent relations, the LH for Group Short was unchanged, whereas 5 s were added to the LH for the comparisons for Group Long. None of the participants in Group Short responded in accordance with stimulus equivalence in either of the two tests. In Group Long, one participant responded in accordance with stimulus equivalence in the first test, and an additional eight participants formed equivalence classes in the second test.

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

scholarly journals Naming of Stimuli in Equivalence Class Formation in Children

2021 ◽  
Author(s):  
Guro Granerud ◽  
Erik Arntzen
Keyword(s):  
Conditional Discrimination ◽  
Stimulus Equivalence ◽  
Equivalence Classes ◽  
Preliminary Training ◽  
Typically Developing ◽  
Conditional Discriminations ◽  
Conditional Discrimination Training ◽  
Emergent Relations ◽  
Equivalence Class Formation ◽  
Reversed Order

AbstractIn the present study, two typically developing 4-year-old children, Pete and Joe, were trained six conditional discriminations and tested for the formation of three 3-member equivalence classes. Pete and Joe did not establish the AC relation within 600 trials and were given two conditions of preliminary training, including naming of stimuli with two different stimulus sets. Pete started with preliminary training with common naming of stimuli, followed by conditional-discrimination training and testing for emergent relations, and continued with preliminary training on individual naming of stimuli, followed by the same training and testing as described previously. Joe experienced the same conditions but in reversed order. Pete responded in accordance with equivalence in the second round in the condition with common naming. In the first round of testing in the condition with individual naming, he responded in accordance with equivalence. In the condition with individual naming, Joe did not respond in accordance with stimulus equivalence but established all of the directly trained relations during training. In the condition with common naming, he responded in accordance with equivalence in the first round of testing. The results from the experiment support earlier findings that both common and individual naming could facilitate the emergence of equivalence classes.

To Help or To Harm? Assessing the Impact of Envy on Prosocial and Antisocial Behaviors

2020 ◽  
Vol 46 (7) ◽  
pp. 1156-1168 ◽  
Author(s):  
Anna Maria C. Behler ◽  
Catherine S. J. Wall ◽  
Adriana Bos ◽  
Jeffrey D. Green
Keyword(s):  
Antisocial Behavior ◽  
Interpersonal Relationships ◽  
Prisoner's Dilemma ◽  
Prisoner’S Dilemma ◽  
Antisocial Behaviors ◽  
Neutral State ◽  
Harmful Behavior ◽  
The Individual ◽  
The Impact

Two studies examined how envy influences prosocial and antisocial behavior. In Experiment 1, participants in an envious state (relative to a neutral state) were less helpful: They picked up fewer dropped pencils in their immediate vicinity. We expanded upon these findings by examining how envy affected both helping and harming behavior in a competitive scenario. In Experiment 2, individuals in envious or neutral states assigned puzzle tasks to another student in a prisoner’s dilemma style scenario. Prosocial and antisocial behaviors were assessed via the difficulty of the assigned puzzles (easy puzzles were considered helpful and difficult puzzles were harmful). We hypothesized that experiencing envy would result in greater motive to harm as well as greater likelihood of engaging in harmful behavior. The hypothesis was supported, suggesting that envy has detrimental ramifications that go beyond the individual and extend to interpersonal relationships.

scholarly journals Cortisol and antisocial behavior in early adolescence: The role of gender in an economically disadvantaged sample

2009 ◽  
Vol 21 (2) ◽  
pp. 579-591 ◽  
Author(s):  
Roger Kobak ◽  
Kristyn Zajac ◽  
Seymour Levine
Keyword(s):  
Antisocial Behavior ◽  
Problem Behaviors ◽  
Economically Disadvantaged ◽  
Cortisol Response ◽  
Antisocial Behaviors ◽  
Unique Challenge ◽  
Self Reports ◽  
Cortisol Levels ◽  
Disadvantaged Families

AbstractThis study examines the relation between adolescents' antisocial behaviors and adrenocortical activity during a laboratory visit in a sample of economically disadvantaged families (N= 116, ages 12–14, 51% female). Pretask cortisol levels indexed adolescents' prechallenge response to the lab visit, whereas adolescents' response to a conflict discussion with their caregivers was indexed with residualized change in pre- to postconflict cortisol levels. A trait measure of antisocial behavior (derived from parent, teacher, and self-reports) was associated with lower pretask cortisol levels but greater cortisol response to the conflict discussion. Gender moderated antisocial adolescents' cortisol response to the conflict discussion with girls who reported more covert risky problem behaviors showing an increased cortisol response. The findings suggest that, although antisocial adolescents had lower pretask cortisol levels, conflict discussions with caregivers present a unique challenge to antisocial girls compared with antisocial boys.

Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms

1997 ◽  
Vol 63 (3) ◽  
pp. 389-404 ◽  
Author(s):  
Joanne Curry Sontag
Keyword(s):  
Preschool Children ◽  
Public School ◽  
Significant Relationship ◽  
Children With Disabilities ◽  
Antisocial Behaviors ◽  
Community Based ◽  
Factors Influencing ◽  
Solitary Play ◽  
Integrated Classrooms ◽  
Educational Placements

This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for preschool children with disabilities, examining the relations between classroom characteristics and child sociability. A total of 16 children were pair-matched and observed in their classrooms. Results showed that the contexts of the two classroom conditions were similar. Differences in child sociability were not found. Solitary play and antisocial behaviors were infrequently observed. The findings suggested a significant relationship between teacher verbal prompting and child sociability. Children were much more likely to talk to their peers when a verbal prompt was given. The study presented implications for the educational placements of preschool children.

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 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.

scholarly journals On the finiteness of the derived equivalence classes of some stable endomorphism rings

2020 ◽  
Vol 296 (3-4) ◽  
pp. 1157-1183 ◽  
Author(s):  
Jenny August
Keyword(s):  
Equivalence Class ◽  
Minimal Model ◽  
Equivalence Classes ◽  
Finite Dimensional Algebra ◽  
Derived Equivalence ◽  
Endomorphism Rings ◽  
Dimensional Algebra ◽  
Rigid Objects ◽  
Finite Dimensional ◽  
Frobenius Category

Abstract We prove that the stable endomorphism rings of rigid objects in a suitable Frobenius category have only finitely many basic algebras in their derived equivalence class and that these are precisely the stable endomorphism rings of objects obtained by iterated mutation. The main application is to the Homological Minimal Model Programme. For a 3-fold flopping contraction $$f :X \rightarrow {\mathrm{Spec}\;}\,R$$ f : X → Spec R , where X has only Gorenstein terminal singularities, there is an associated finite dimensional algebra $$A_{{\text {con}}}$$ A con known as the contraction algebra. As a corollary of our main result, there are only finitely many basic algebras in the derived equivalence class of $$A_{\text {con}}$$ A con and these are precisely the contraction algebras of maps obtained by a sequence of iterated flops from f. This provides evidence towards a key conjecture in the area.

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