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Related Experiment Videos

Development of conditional and equivalence relations without differential consequences.

R J Harrison1, G Green

  • 1Behavior Analysis Department, E.K. Shriver Center for Mental Retardation, Inc., Waltham, Massachusetts 02254.

Journal of the Experimental Analysis of Behavior
|November 1, 1990
PubMed
Summary
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Researchers explored stimulus equivalence and emergent relations in adults and children. Findings highlight the need for careful testing of stimulus equivalence and analysis of untrained stimulus relations.

Area of Science:

  • Behavioral psychology
  • Learning theory
  • Stimulus equivalence

Background:

  • Conditional stimulus relations are foundational to learning.
  • Stimulus equivalence, the emergence of untrained relations, is a key concept in behavioral psychology.
  • Previous studies have observed emergent relations without differential reinforcement.

Purpose of the Study:

  • To establish conditional stimulus relations without differential consequences.
  • To test for the emergence of untrained stimulus relations.
  • To examine the role of reinforcement in the development of stimulus equivalence.

Main Methods:

  • Two experiments were conducted with adults and children.
  • Participants engaged in match-to-sample tasks with varying reinforcement schedules.

Related Experiment Videos

  • Tests for transitivity and symmetry were employed to assess emergent relations.

    • Main Results:

    • Adults learned conditional relations, but transitivity tests were equivocal.
    • In children, one participant developed four-member equivalence classes.
    • Another child demonstrated symmetry but not equivalence, while others showed limited learning.

    Conclusions:

    • The findings underscore the importance of rigorous testing for stimulus equivalence.
    • Careful analysis of emergent untrained stimulus relations is needed.
    • Procedural variations may influence the development of equivalence classes.