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Do stimulus classes exist before they are tested?

W J McIlvane, W V Dube

    The Analysis of Verbal Behavior
    |April 6, 2012
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    Summary
    This summary is machine-generated.

    This study examines how behavior analysts discuss stimulus classes. It proposes that "stimulus class" refers to behavior shaped by training, not pre-existing entities, aligning with behavior analytic principles.

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    Area of Science:

    • Behavior Analysis
    • Psychology
    • Verbal Behavior

    Background:

    • Behavior analysts often discuss stimulus classes as if they pre-exist empirical documentation.
    • This perspective can lead to conceptual misunderstandings in the field.
    • Understanding the verbal practices surrounding stimulus classes is crucial for conceptual clarity.

    Purpose of the Study:

    • To analyze the verbal practices associated with stimulus classes in behavior analysis.
    • To propose a more accurate and behavior-analytic framework for understanding stimulus classes.
    • To differentiate between stimulus classes as behavioral products versus independent entities.

    Main Methods:

    • Review of relevant literature on stimulus classes and verbal behavior in behavior analysis.
    • Conceptual analysis of the term "stimulus class" within the context of behavior analytic principles.
    • Examination of the conditions that occasion specific verbal descriptions of stimulus classes.

    Main Results:

    • Identified common verbal practices that imply stimulus classes exist independently of their measurement.
    • Proposed that "stimulus class" should be understood as a tact (a verbal behavior) dependent on training and testing procedures.
    • Argued against the notion of stimulus classes as entities that form or exist independently.

    Conclusions:

    • The concept of stimulus classes should be reconceptualized as a product of behavioral processes, not as pre-existing entities.
    • Adopting a framework where stimulus classes are described as tacts aligns better with behavior analytic traditions.
    • This re-framing promotes greater conceptual precision in behavior analysis.