Relation between Exclusion and Stimulus Equivalence Class Formation in Auditory-Visual and Visual-Visual Matching in Preschoolers

Elberto A Plazas,Deby Cortés

doi:10.46867/ijcp.2017.30.01.03

Abstract

The hypothesis that exclusion performance is a prerequisite for the stimulus equivalence class formation was assessed in preschoolers of about 5 years of age. In Experiment 1, two groups of children were trained in a set of conditional discriminations in a two-choice matching to sample format, Group 1 in an auditory-visual modality baseline, and Group 2 in a visual-visual modality baseline. Exclusion test trials included an undefined (not previously related) comparison stimulus, and a defined (i.e., related in the baseline) comparison stimulus, in the presence of an undefined sample stimulus. Selection of the undefined comparison was recorded as a correct response. Stimulus equivalence class formation was assessed by way of symmetry and transitivity test trials. Experiment 2 replicated the design of the first experiment, with the difference that exclusion was assessed independently and with a different baseline from symmetry and transitivity. Exclusion scores were higher for the auditory-visual groups than the visual-visual groups. In both modalities symmetry scores were superior to those in transitivity. Symmetry showed independent from the exclusion performance, but transitivity was presumably dependent from it in the auditory-visual modality.

Highlights

The hypothesis that exclusion performance is a prerequisite for the stimulus equivalence class formation was assessed in preschoolers of about 5 years of age
In the visual-visual group, some participants had symmetry scores higher than exclusion scores, but no participant had transitivity scores higher than those of the symmetry or exclusion performance, with the notable exception of participant 15, who did not make any correct responses in the exclusion trials
If equivalence class formation is defined as accurate performance (4/4 correct responses) in the symmetry and transitivity test trials, most participants of both groups did not established equivalence relations

Summary

Introduction

The hypothesis that exclusion performance is a prerequisite for the stimulus equivalence class formation was assessed in preschoolers of about 5 years of age. Stimulus equivalence class formation was assessed by way of symmetry and transitivity test trials. Exclusion scores were higher for the auditory-visual groups than the visual-visual groups In both modalities symmetry scores were superior to those in transitivity. 605), and they include the phenomena related to conceptualization and categorization within the stimulus control of the behavior given the contingency of reinforcement (e.g., McIlvane, 2013; Pearce, 1994). As it is posed by Zentall, Galizio, and Critchfield (2002):. Such classes include stimuli involved in an explicit learning history plus, potentially, novel stimuli to which the fruits of this history may transfer (p. 238)

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Conclusion