The role of instructions in the transfer of ordinal functions through equivalence classes.
The role of instructions in the transfer of ordinal functions through equivalence classes.
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DOI：
10.1901/jeab.1991.55-287
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发表时间：
1991-05
影响因子：
2.7
通讯作者：
Gina Green;Z. Sigurdardottir;R. Saunders
中科院分区：
文献类型：
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作者：
Gina Green;Z. Sigurdardottir;R. Saunders
在两个实验中，成人被试完成配对样本训练和测试，建立四个等价类，每个等价类四个数字。然后，受试者被教导一个三位置序列，包括一个来自1班的刺激，一个来自2班的刺激，一个来自3班的刺激。第4类刺激在序列中从未被强化，但在每个序列试验中出现了两种不同的第4类刺激作为干扰物。测试评估受试者是否会产生新的三位置序列，这些序列由未在序列训练中使用过的类别1到3的成员组成。实验1中的三名受试者除了接受训练偶然性外，还接受了样本匹配和排序任务的指令。经过匹配样本训练后，三者均证明了等价类的形成。当他们被教导一个序列与1到3类的一个成员，没有这些受试者产生未经训练的序列与其他等价类的成员可靠。一个额外的序列被直接训练；此后，1名受试者显示出训练好的有序函数在等效类的其余成员之间转移的一些证据，但其他2名没有。在对等价类训练和测试的回顾以及对原始序列训练的回顾之后，所有3个受试者在测试中产生了大多数预测的、未经训练的序列。实验2重复了实验1的两个成人，但省略了除启动反应所需的最小指令外的所有指令。与实验1中的被试不同，这两个被试在直接训练由1到3类的一个成员组成的序列后，通过等价类几乎完全转移了序数函数。
In two experiments, adult subjects completed match-to-sample training and testing to establish four equivalence classes of four figures each. Then the subjects were taught one three-position sequence consisting of one stimulus from Class 1, one from Class 2, and one from Class 3. Inclusion of Class 4 stimuli in sequences was never reinforced, but two different stimuli from Class 4 appeared as distractors on each sequence trial. Tests assessed whether subjects would produce novel three-position sequences composed of members of Classes 1 through 3 that had not been used in sequence training. Three subjects in Experiment 1 received instructions about the match-to-sample and sequencing tasks, in addition to training contingencies. All 3 demonstrated equivalence class formation after match-to-sample training. After they were taught one sequence with one member of Classes 1 through 3, none of these subjects produced untrained sequences with other equivalence class members reliably. One additional sequence was trained directly; thereafter 1 subject showed some evidence of transfer of the trained ordinal functions across the remaining members of the equivalence classes, but the other 2 did not. Following a review of equivalence class training and testing and a review of the original sequence training, all 3 subjects produced most of the predicted, untrained sequences on tests. Experiment 2 replicated Experiment 1 with 2 adults but omitted all instructions except the minimal ones necessary to initiate responding. Unlike the subjects in Experiment 1, both of these subjects demonstrated virtually complete transfer of ordinal functions through the equivalence classes after direct training on just one sequence composed of one member of Classes 1 through 3.