EQUIVALENCE CLASSES

该项目包括一系列研究，旨在： 1. 为了扩展我们对训练与 结构和表演展示的发展， 等价性 2. 要确定包含刺激名称的指令是否考虑 对于等价类发展的高概率， 当使用节点比较（CaN）训练结构时观察到 带着指令 3. 以确定类发展的概率是否与 除了计算机辅助网络之外，还可以增加培训结构， 这意味着口头“地图”更能说明预期的阶级 结构比我们以前的指示所赋予的。 4. 为了确定内部指导的促进作用是否 与受试者的复杂程度有关 语言 我们之前的研究表明，当有智力障碍的人 被教导的条件歧视假定是足够的， 等价类的发展，他们更有可能 如果教他们选择一个比较， 刺激响应3或4个样本刺激（CaN训练结构） 如果他们被教导选择3或4个比较刺激作为回应， 单一样本（SaN训练结构）。 第一系列的研究 拟议项目的一部分将包括进一步分析这一点的实验。 差异，并扩大调查的教学结构，其中， 在第一次有条件判别之后， 歧视与以前的歧视是联系在一起的， 以前选择的刺激作为样本。 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。 我们的第二系列 研究的目的是确定不同的指令如何影响 轻度和中度智力迟钝者显示 等价性 我们的第三系列研究旨在确定 教授受试者语言技能， 即使遇到非最佳教学， 结构. 最后，我们将分析受试者的语言技能，以确定 语言技能水平与语言学习效果之间存在交互作用， 指令

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.