Abstract
In an attempt to limit the opportunity to engage in mediating behavior, two groups of adult participants received preliminary training in identity matching with limited hold levels (LH) for responding of 0.7 s for the sample and 1.2 s for the comparisons. The two groups were subsequently trained to form three 5-member classes, using the same LH levels, where the A, B, D, and E stimuli were abstract stimuli, and the C stimuli were meaningful pictures. In two tests for emergent relations, the LH for Group Short was unchanged, whereas 5 s were added to the LH for the comparisons for Group Long. None of the participants in Group Short responded in accordance with stimulus equivalence in either of the two tests. In Group Long, one participant responded in accordance with stimulus equivalence in the first test, and an additional eight participants formed equivalence classes in the second test.
Highlights
In an attempt to limit the opportunity to engage in mediating behavior, two groups of adult participants received preliminary training in identity matching with limited hold levels (LH) for responding of 0.7 s for the sample and 1.2 s for the comparisons
Eleven participants responded in accordance with the criterion for at least one of the four emergent relations needed to form an equivalence class
None of the participants in Group Short responded in accordance with stimulus equivalence in either of the two test blocks
Summary
In an attempt to limit the opportunity to engage in mediating behavior, two groups of adult participants received preliminary training in identity matching with limited hold levels (LH) for responding of 0.7 s for the sample and 1.2 s for the comparisons. The LS training structure (A→B→C) is known to result in poor outcomes on subsequent tests for equivalence class formation and is ideal for investigating variables affecting the test outcome (Arntzen, 2012) Additional measures, such as reaction time and stimulus sorting, have been suggested in research on emergent relations (Dymond & Rehfeldt, 2001). Behavior associated with slower speed—covert naming or problem-solving behavior (e.g., Bentall et al, 1999; Donahoe & Palmer, 2004; Holth & Arntzen, 2000; Palmer, 1991)—could affect the formation of class consistent responses, there is some controversy within behavior analysis regarding the role of such covert behavior and its effect on the formation of the equivalence classes (e.g., Horne & Lowe, 1996; Sidman, 1994) It has been suggested, that one of the ways of reducing the likelihood of mediation, or problem-solving behavior, is to significantly limit the time the participants are given to respond to the stimuli (Holth & Arntzen, 2000; Spencer & Chase, 1996; Wulfert & Hayes, Psychol Rec. 1988). A few studies have used time as an independent variable in the field of stimulus equivalence research (e.g., Arntzen & Haugland, 2012; Arntzen & Liland, 2019; Holth & Arntzen, 2000; Imam, 2001, 2003; Tomanari et al, 2006), and only some of them have used a time limit for both the sample and the comparison stimuli
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