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Conditional discrimination and equivalence relations: Control by negative stimuli.

C Johnson, M Sidman

    Journal of the Experimental Analysis of Behavior
    |March 1, 1993
    PubMed
    Summary

    This study explored stimulus control in conditional discrimination learning. Results show that negative comparisons, not positive ones, influenced emergent stimulus classes, challenging typical learning assumptions.

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    Area of Science:

    • Behavioral Psychology
    • Learning Theory
    • Stimulus Control

    Background:

    • Conditional discrimination tasks are fundamental in understanding learning.
    • The role of negative stimuli in shaping behavior is often underestimated.
    • Previous research has primarily focused on positive stimulus control.

    Purpose of the Study:

    • To investigate emergent stimulus classes in conditional discrimination.
    • To examine the influence of negative comparisons versus positive comparisons on learning.
    • To test predictions from a stimulus-control analysis of conditional discriminations.

    Main Methods:

    • Adult subjects learned two-sample, two-comparison conditional discriminations.
    • A teaching procedure emphasized control by negative comparisons.

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  • Emergent performances were tested for reflexivity, symmetry, and transitivity.

    • Main Results:

    • Two distinct classes of equivalent stimuli emerged (A1, B2, C1, D2 and A2, B1, C2, D1).
    • Test results were consistent with control by negative comparisons, not positive ones.
    • Differential test outcomes confirmed stimulus-control analysis predictions.

    Conclusions:

    • Negative comparisons can exert significant control in conditional discrimination learning.
    • Emergent stimulus classes can arise from unexpected stimulus control.
    • Findings challenge traditional models emphasizing positive reinforcement in discrimination.