EQUIVALENCE CLASSES

该项目由一系列研究组成，旨在： 1.扩大我们对培训与培训关系的认识 展示中国发展的结构和表演示范 等价性。 2.确定包含刺激名称的指令是否说明 对于等价类开发的高概率，我们有 使用比较作为节点(CAN)培训结构时观察到的情况 带着指示。 3.确定班级发展的概率是否与 可以通过指令增加除CAN之外的其他培训结构 这表明口头上的“地图”更能说明预期的课程 结构，而不是我们之前的说明所传授的结构。 4.确定指令的促进作用是否在 而跨主题与主题的复杂程度有关 语言。 我们之前的研究表明，当智力低下的人 被教导的条件歧视被认为是足够的 等价类的开发，他们更有可能 如果教他们选择一个单一的比较，就演示这样的课程 对3或4个样本刺激作出反应的刺激(CAN训练结构) 而不是教他们选择3或4个比较刺激作为反应 到单个样本(SAN训练结构)。第一系列研究 将包括对此进行进一步分析的实验 区别，并将调查扩展到一种教学结构， 在第一次有条件歧视之后，每个连续的 歧视与先前的歧视相关联，使用 以前选择的刺激物作为样本。 我们之前的研究也表明，口头指示会影响 证明等价类的概率。我们的第二季 研究的目的是确定不同的指令如何影响 轻度和中度发育迟缓患者的概率表现 等价性。我们的第三个系列研究旨在确定 教授受试者口头技能，使他们能够展示 即使在遇到非最佳教学时也要上等价课 结构。 最后，我们将分析受试者的语言技能，以确定是否 语言技能水平与语言学习效果之间存在交互作用 指示。

This project consists of a series of studies that are designed: 1. To extend our knowledge of the relationship between training structures and demonstration of performances showing the development of equivalence. 2. To determine whether instructions containing stimulus names account for the high probability of equivalence class development we have observed when the comparison as node (CaN) training structure is used with instruction. 3. To determine whether the probability of class development with training structures other than CaN can be increased with instructions that suggest verbal "maps" more illustrative of the intended class structure than those imparted by our previous instructions. 4. To determine whether the facilitative effects of instructions within and across subjects are related to the sophistication of the subjects' language. Our previous research has demonstrated that when persons with retardation are taught the conditional discriminations presumed to be sufficient for the development of equivalence classes, they are more likely to demonstrate such classes if they are taught to select a single comparison stimulus in response to 3 or 4 sample stimuli (CaN training structure) than if they are taught to select 3 or 4 comparison stimuli in response to a single sample (SaN training structure). The first series of studies of the proposed project will include experiments to further analyze this difference and extend the investigation to a teaching structure in which, after the first conditional discrimination, each successive discrimination is linked to the previous discrimination by the use of the previous choice stimuli as samples. Our previous research also suggests that verbal instructions affect the probability of equivalence classes being demonstrated. Our second series of studies is designed to determine how different instructions affect the probability of persons with mild and moderate retardation demonstrating equivalence. Our third series of studies is designed to determine how to teach subjects verbal skills that will allow them to demonstrate equivalence classes even when they encounter nonoptimal teaching structures. Finally, we will analyze the subjects' language skills to determine if there are interactions between language skill level and the effects of instructions.