ESTABLISHING AUDITORY STIMULUS-CONTROL OVER AN 8-MEMBER EQUIVALENCE CLASS VIA CONDITIONAL DISCRIMINATION PROCEDURES
ESTABLISHING AUDITORY STIMULUS-CONTROL OVER AN 8-MEMBER EQUIVALENCE CLASS VIA CONDITIONAL DISCRIMINATION PROCEDURES
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DOI：
10.1901/jeab.1988.49-95
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发表时间：
1988-01-01
影响因子：
2.7
通讯作者：
SPRADLIN, JE
中科院分区：
文献类型：
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作者：
SAUNDERS, RR;WACHTER, J;SPRADLIN, JE
在弱智青少年和成年受试者的训练计划的三个阶段中，建立了两个八人等值的视觉刺激课程。在第一阶段，对两种培训安排进行了比较。在一个实验中，3名受试者在不同的实验中被要求从一对比较刺激(A1，A2)中进行选择，以响应成对训练的八个样本刺激(B1，B2，C1，C2；D1，D2；E1，E2)。在第二种安排中，受试者被教导根据两个样本(A1，A2)从四对比较(B1，B2；C1，C2；D3，D2；E2，E2)中进行选择。用单对比较刺激训练导致了样本刺激之间的等价关系(B1C1、B2C2、D1B1、D2B2、B1E1、B2E2、C1D1、C2D2、C1E1、C2E2、D1E1、D2E2以及它们的倒数)的发展，而不是直接训练这些关系。在另一种训练安排中，比较刺激之间的这些关系只在一个被试的操作中发展起来。在第二阶段，用三对新的刺激(F1，F2；G1，G2；H1，H2)取代了原来的三对(B1，B2；C1，C2；D1，D2)，并颠倒了对这些组的训练安排。训练后，在第一阶段表现出等值关系的探头在第二阶段也表现出等值关系。如果这种关系在第一阶段没有发展，那么在第二阶段就没有发展。在阶段3中，前两个阶段(例如，B1F1、B2F2、B1G1、B2H2、C1F1等)的刺激之间的关系。都被调查过。4名表现出这些关系发展的受试者被要求从每个班级(E1和E2)中选择一个刺激来回应一个言语标签(I1和I2)，然后进行测试，看看这个言语标签是否控制了对班上其他成员(如I1A1、I2A2、I1B1、I2B2等)的反应。对于3个受试者，这种概化控制发生了；对于第4个受试者，只有在用第二对视觉刺激(F1和F2)进行言语训练之后，概括性才会发生。在几个月后的重新测试中，这些听觉-视觉关系被发现是完好无损的，如果不是，则在没有直接训练的情况下恢复。
Two eight-member equivalence classes of visual stimuli were established during three phases of a training program with retarded adolescent and adult subjects. In Phase 1, two training arrangements were compared. In one, 3 subjects were taught on different trials to select from a single pair of comparison stimuli (A1, A2) in response to eight sample stimuli that were trained in pairs (B1, B2, C1, C2; D1, D2; E1, E2). In the second arrangement, subjects were taught to select from four pairs of comparisons (B1, B2; C1, C2; D3, D2; E2, E2) in response to two samples (A1, A2). Training with the single pair of comparison stimuli resulted in the development of equivalence relations (B1C1, B2C2, D1B1, D2B2, B1E1, B2E2, C1D1, C2D2, C1E1, C2E2, D1E1, D2E2, and their reciprocals) between the sample stimuli without direct training of these relations. In the other training arrangement, these relations among the comparison stimuli developed in the performance of 1 subject only. In Phase 2, three new pairs of stimuli (F1, F2; G1, G2; H1, H2) were substituted for three of the original pairs (B1, B2; C1, C2; D1, D2) and the training arrangements for the groups were reversed. Following training, the performances that showed equivalence relations on the probes in the first phase also showed equivalence relations in the second phase. If such relations did not develop in the first phase, they did not do so in the second phase. In Phase 3, relations between stimuli across the two previous phases (e.g., B1F1, B2F2, B1G1, B2H2, C1F1, etc.) were investigated. The 4 subjects whose performances showed the development of these relations were taught to select one stimulus from each class (E1 and E2) in response to a verbal label (I1 and I2) and then were tested to see if the verbal label controlled responding to the remaining members of the class (e.g., I1A1, I2A2, I1B1, I2B2, etc.). For 3 subjects, this generalized control occurred; for the 4th, generalization occurred only after verbal training with a second pair of visual stimuli (F1 and F2). In retests several months later, these auditory-visual relations were found to be intact or, if not, were recovered without direct training.