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Stimulus equivalence and transitive associations: A methodological analysis.

L Fields, T Verhave, S Fath

    Journal of the Experimental Analysis of Behavior
    |July 1, 1984
    PubMed
    Summary
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    Transitive stimulus relations emerge without direct training, modeling comprehension and language skills. This study analyzes the conditions and methods for establishing and assessing these emergent relations, differentiating them from other control types.

    Area of Science:

    • Behavioral Psychology
    • Cognitive Science
    • Learning Theory

    Background:

    • Two-stimulus relations can be trained, leading to untrained relations.
    • Transitive stimulus relations emerge without direct training across various stimuli.
    • This phenomenon models rudimentary comprehension, reading skills, and generative syntax.

    Purpose of the Study:

    • To analyze the range of emergent transitive stimulus relations.
    • To determine the minimum training required for transitive relations.
    • To examine methods for establishing and assessing transitive stimulus control.

    Main Methods:

    • Investigating different training set configurations.
    • Analyzing procedures for establishing and testing transitive stimulus control.

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  • Examining interactions between training and testing procedures.

    • Main Results:

    • Identified factors influencing the emergence of transitive relations.
    • Described methods to distinguish transitive stimulus control from S-rule and valence control.
    • Quantified the number of relations that can emerge without direct training.

    Conclusions:

    • Transitive stimulus relations are a key aspect of learning and cognitive development.
    • Understanding these emergent relations is crucial for behavioral analysis.
    • Methods are provided to ensure accurate assessment of transitive stimulus control.