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Stimulus equivalence and arbitrarily applicable relational responding.

D Steele1, S C Hayes

  • 1University of North Carolina, Greensboro.

Journal of the Experimental Analysis of Behavior
|November 1, 1991
PubMed
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Contextual cues control responses to sameness, oppositeness, and difference. This study shows that arbitrary relational responding can produce diverse derived stimulus relations, not just stimulus equivalence.

Area of Science:

  • Behavioral Psychology
  • Cognitive Science
  • Learning Theory

Background:

  • Contextual control is crucial for understanding how organisms adapt behavior to varying environments.
  • Previous research has explored stimulus control but less is known about contextual control of arbitrary relations.

Purpose of the Study:

  • To investigate how contextual cues influence the establishment of nonarbitrary stimulus relations.
  • To examine the emergence of derived stimulus relations under arbitrary matching-to-sample training with contextual control.
  • To determine if stimulus equivalence is the sole outcome of such training.

Main Methods:

  • Subjects were trained to respond to sameness, oppositeness, or difference under specific contextual cues (SAME, OPPOSITE, DIFFERENT).
  • Arbitrary matching-to-sample training was conducted using these contextual cues.

Related Experiment Videos

  • Derived performances were tested to assess the range of emergent stimulus relations.

    • Main Results:

    • Derived performances consistently reflected the relational responding dictated by the contextual cues.
    • Stimulus equivalence emerged in contexts related to sameness.
    • Other types of relational networks emerged in different contextual conditions.

    Conclusions:

    • Arbitrarily applicable relational responding can generate a broad spectrum of derived stimulus relations.
    • The performances observed in stimulus equivalence are not unique and can arise from other relational networks.
    • Contextual control plays a significant role in shaping complex learned behaviors.