EXTENDING SEQUENCE‐CLASS MEMBERSHIP WITH MATCHING TO SAMPLE1

Abstract

Three normal adults were first trained to point sequentially to each member of several pairs of visual stimuli. This baseline training established one class of stimuli to which subjects responded first, and another class of stimuli to which they responded second. Then, in a matching-to-sample procedure, baseline-sequence stimuli served as samples and new visual stimuli served as comparisons. Subjects were trained to choose one group of new comparisons when the sample was a "first" stimulus from the sequence baseline, and to choose the other new comparison stimuli when the sample was a "second" from the sequence baseline. When the new stimuli were then presented as pairs in the posttest, two subjects pointed to them in sequences predictable on the basis of the stimulus-class membership established during matching to sample. The failure of one subject to demonstrate sequential transfer was shown to be a consequence of the failure of the matching-to-sample procedure to establish stimulus classes. The production of sequences that were not directly trained suggested an empirical approach to the analysis of simple grammatical behavior.