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Transfer of contextual stimulus function via equivalence class development.

M B Gatch, J G Osborne

    Journal of the Experimental Analysis of Behavior
    |May 1, 1989
    PubMed
    Summary
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    College students learned to group Cyrillic letters based on contextual stimuli. They demonstrated symmetry and transitivity, forming new stimulus classes and controlling previously learned relations.

    Area of Science:

    • Psychology
    • Cognitive Science
    • Behavioral Psychology

    Background:

    • Conditional discrimination is a key learning process.
    • Stimulus equivalence and class formation are crucial in understanding complex cognition.
    • Research explores how contextual stimuli influence learned associations.

    Purpose of the Study:

    • To investigate the formation of stimulus classes in a conditional discrimination task.
    • To examine the role of contextual stimuli in establishing and controlling learned relations.
    • To test for symmetry and transitivity in emergent stimulus classes.

    Main Methods:

    • Six college students participated in a conditional discrimination task.
    • Participants arranged Cyrillic letters into groups based on contextual stimuli.

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  • Symmetry and transitivity were tested within and between emergent stimulus classes.

    • Main Results:

    • All participants demonstrated symmetry and transitivity within initial stimulus classes.
    • A second conditional discrimination led to the formation of new three-member stimulus classes.
    • The newly formed contextual stimuli effectively controlled previously trained sample-comparison relations.

    Conclusions:

    • Conditional discrimination can establish complex stimulus classes.
    • Contextual stimuli play a vital role in organizing and controlling learned behavior.
    • The findings support theories of emergent relations and stimulus control in learning.