Go/No-Go Procedure with Compound Stimuli: Effects of Training Structure on the Emergence of Equivalence Classes

The Psychological Record - When the matching-to-sample (MTS) procedure is used, different training structures imply differences in the successive discriminations required in training and test...     

Exploring the Development and Dismantling of Equivalence Classes Involving Terrorist Stimuli

The Psychological Record - The present paper describes 2 studies that present a conceptual interpretation and experimental findings involving the developing and dismantling of equivalence...     

Reorganization of Equivalence Classes After Reversal of Baseline Relations

The Psychological Record - Pilgrim and Galizio (1995) reversed baseline conditional discriminations after the emergence of equivalence classes. College students’ performance was consistent...     

The Role of Mediated Conditioning in Acquired Equivalence

In Experiment 1 rats received initial training in which delivery of a sucrose pellet was signalled by an auditory cue. This cue was then paired with shock in a second phase of training. In a test the rats showed an unwillingness to perform an instrumental response that yielded the sucrose pellet. This was interpreted as indicating that the associatively activated representation of the pellet had acquired aversive properties during the shock-reinforced stage of training. Experiment 2 replicated this mediated conditioning effect making use of a Phase 1 training procedure, modelled on that used by Honey and Hall (1989) to demonstrate acquired equivalence of cues, in which two auditory cues were each used to signal sucrose pellets. A further test revealed that this training resulted in enhanced generalization between these two cues. It was argued that this effect is mediated by the conditioned aversive properties of the common associate of the two auditory cues.     

The Role of Verbal Behavior,Stimulus Nameability,and Familiarity on the Equivalence Performances of Autistic and Normally Developing Children

The Psychological Record - The emergence of equivalence relations and the role of overall verbal competence and stimulus nameability and familiarity in this regard were investigated across 3...     

Evaluating the Emergence of Reverse Intraverbals Following Intraverbal Training in Young Children with Autism Spectrum Disorder

The purpose of the proposed study was to replicate and extend prior research on intraverbal training by evaluating whether teaching sets of original and reverse intraverbals from the same category (e.g., animal sounds) would result in the emergence of novel, reverse intraverbals. Three children with autism spectrum disorder participated in the study. We used a multiple baseline across categories design with a constant‐series control to evaluate the effects of training original and reverse intraverbals on subsequent trained and untrained reverse intraverbals. Copyright © 2015 John Wiley & Sons, Ltd.     

Evaluating Merger and Intersection of Equivalence Classes with One Member in Common

Sidman (1994) noted that the existence of a member that is common to more than one class may produce either class merger (union) or class intersection. A multiple-selection, matching-to-sample test was developed to examine the conditions under which these outcomes occur. Test trials each required three conditional discriminations involving selection or rejection of comparison stimuli under control of samples representing two categories. Test results obtained from an initial group of typical adults using familiar stimuli (DOG and BIRD, pictures of dogs and birds and relevant printed breed names (e.g., DALMATIAN, RETRIEVER) showed the conditional stimulus control best described as intersection. For example, the word DALMATIAN provided the context for selecting the dalmatian but not the retriever picture. However, these results may have depended on the participants'' verbal history as English speakers. Would conditional-discrimination training with overlapping sets of laboratory-generated stimuli also result in intersection? Naïve typical adults were assigned to one of three different training conditions. Like the participants tested with familiar stimuli, these participants demonstrated highly reliable test outcomes best described as showing class intersection, regardless of training condition. These findings begin to elucidate the necessary and sufficient conditions for establishing complex category-like classes of stimuli.     

Privileged Access by Irrelevant Speech to Short-term Memory: The Role of Changing State

Memory for visually presented items is impaired by speech that is played as an irrelevant background. The paper presents the view that changing state of the auditory material is an important prerequisite for this disruption. Four experiments studied the effects of sounds varying in complexity in an attempt to establish which features of changing state in the auditory signal lead to diminished recall. Simple unvarying or repetitive speech sounds were not sufficient to induce the irrelevant speech effect (Experiment 1): in addition, simple analogues of speech, possessing regular or irregular envelopes and using a range of carriers, failed to imitate the action of speech (Experiment 2). Variability of between-utterance phonology in the irrelevant stream (Experiment 3) emerged as a crucial factor. Moreover, predictability of the syllable sequence did not reduce the degree of disruption (Experiment 4) suggesting that supra-syllabic characteristics of the speech are of little importance. The results broadly support the idea that disruption of short-term memory only occurs when the speech stream changes in state. It is argued that disruption occurs in memory when cues to serial order based on phonological representations of heard material interfere with the phonological codes of visual origin. It is suggested that cues to changing state of the speech input contaminate those associated with items of visual origin, which are already in a phonological store.     

The Role of Meaningful Stimuli in Large Stimulus Classes

The Psychological Record - The present experiment examined the effect of having the D-stimuli as meaningful pictures when establishing 18 conditional discriminations and testing for the emergence...     

On Definability of the Equality in Classes of Algebras with an Equivalence Relation

We present a finitary regularly algebraizable logic not finitely equivalential, for every similarity type. We associate to each of these logics a class of algebras with an equivalence relation, with the property that in this class, the identity is atomatically definable but not finitely atomatically definable. This revised version was published online in June 2006 with corrections to the Cover Date.     

运动觉、布局无关运动与路径整合

路径整合是空间导航的一个重要子领域。本研究采用了一种三角形完成任务的新变式来研究路径整合问题，发现在剥夺被试的视觉输入的前提下，去除被试部分运动觉后，其绩效有不同水平的下降；同时还发现在编码过程中与路径布局无关的不同方向旋转间并无显著性差异。此外，由于本研究是在室外空间中所做的现场研究，故得到的结果优于室内所做的经典研究，进而验证了前人的一个猜测。     

中文词汇加工过程中的无关言语效应

通过两个词汇识别任务,考察词汇加工过程中的无关言语效应。实验1采用真假词判断任务,考察有意义言语、无意义言语、白噪音和安静的背景声音对不同具体性的词汇识别的影响。结果发现,仅有意义言语干扰了词汇识别,且主要体现在对低具体性词汇判断的反应时显著增加。实验2采用了语义范畴判断任务,同样发现有意义言语条件下被试的反应时显著大于其他声音条件。结果表明,中文词汇加工过程中存在无关言语效应,且当任务强调语义加工时,干扰主要源于无关言语的语义成分,支持了语义干扰假说。     

The Effect of an Irrelevant Premise on Temporal and Spatial Reasoning

The mental model theory of reasoning postulates that individuals reason by constructing models of the situation described by premises. The more models reasoners have to build, the harder a problem will be. Byrne and Johnson-Laird (1989) confirmed this prediction with spatial problems and Schaeken et al. (1996 a, b) with temporal ones. There is, however, a problem with these studies. All the multiple-model problems and some of the one-model problems contained an irrelevant premise. As Rips (1994) argues, it is possible that an irrelevant premise would complicate the search for a derivation. The present paper reports an experiment which explicitly manipulated the presence of such an irrelevant premise in both one-model and multiple-model problems. The results corroborate the predictions of the mental model theory.     

Irrelevant Speech,Phonological Similarity,and Presentation Modality

The phonological similarity effect refers to the finding that a list of similarsounding items is recalled less well than a list of dissimilar-sounding items. A strong prediction of the phonological store hypothesis, based on Baddeley's (1986, 1992) working memory framework, is that irrelevant speech should interact with the phonological similarity effect. We report three experiments that demonstrate that irrelevant speech eliminates the phonological similarity effect for visual but not for auditory items. In this respect, irrelevant speech functions much like articulatory suppression. Implications for the phonological store and changing state hypotheses are discussed.     

The Relative and Perceived Impact of Irrelevant Speech,Vocal Music and Non-vocal Music on Working Memory

The ability to retain and manipulate information for brief periods of time is crucial for proficient cognitive functioning but working memory (WM) is susceptible to disruption by irrelevant speech. Music may also be detrimental, but its impact on WM is not clear. This study assessed the effects of vocal music, equivalent instrumental music, and irrelevant speech on WM in order to clarify what aspect of music affects performance and the degree of impairment. To study this, 60 college students completed WM tests (digit span) in the presence of irrelevant speech, vocal music, instrumental (karaoke) versions of the vocal music, and silence. As expected, both speech and vocal music degraded performance. WM performance with instrumental music was better than with vocal music but not significantly different from either silence or speech. Familiarity with song lyrics had little effect on performance. People were poor judges of the degree of memory impairment resulting from various irrelevant sounds. This study was reviewed and approved by the Clemson University Institutional Review Board.     

The Role of Desires,Self-Predictions,and Perceived Control in the Prediction of Training Session Attendance1

Employee attendance at a training session was examined using the theory of reasoned action (Fishbein & Ajzen, 1975). In addition, based on Audi (1973a, b) and Warshaw and Davis (1985), a distinction was made between desires (I want) and behavioral self-predictions (I will), and as in Ajzen (1985, 1987), the role of perceived control as a determinant of these desires, self-predictions, and attendance behavior, per se, was investigated. The results indicated that the best predictors of attendance at the training session were one's desire or motivation to attend the training session and the extent to which one perceived pressure from his or her supervisor to do so. Consistent with the theory of reasoned action, the motivation to attend training was predicted accurately from attitudes and subjective norms (R=.76, p < .001). Moreover, these attitudes and subjective norms were themselves predicted from a consideration of behavioral and normative beliefs, and key beliefs underlying one's desire to attend were identified. However, a consideration of perceived control did not improve the prediction of one's desire to attend training, and neither perceived control nor behavioral self-predictions improved prediction of actual attendance. The discussion focused on the roles of perceived control and different measures of intention in behavioral prediction.     

Probability of Stimulus Equivalence as a Function of Class Size vs. Number of Classes

The Psychological Record - Two experiments were conducted to study stimulus equivalence as a function of class size and number of classes. In the first experiment, equivalence was tested in 50...     

Modelling the Disruptive Effects of Irrelevant Speech on Order Information

The feature model (Nairne, 1990) is extended to include order information by incorporating aspects of Estes' (1972, 1997) perturbation theory. Order information is encoded with other cues in primary memory and precision is gradually lost due to drift along the appropriate dimension. Recall begins with the cue whose positional uncertainty gradient indicates it was in the first position with the highest probability. Order errors occur primarily because cues can “perturb” to adjacent positions: Although the appropriate secondary memory target is sampled, it is sampled out of order. However, cues that have not perturbed can also sample an incorrect secondary memory item, which is then recalled out of order. Thus, both order errors and item errors can give rise to recalling an item from the list in an incorrect position. A simulation shows that with the addition of the perturbation mechanism, the feature model can produce the appropriate order error gradients for short and long words recalled in quiet, accompanied by irrelevant speech, or accompanied by articulatory suppression.     

Racial/Ethnic Identity,Gender‐Role Attitudes,and Multicultural Counseling Competence: The Role of Multicultural Counseling Training

Researchers and practitioners have been pursuing how to enhance counselors' multicultural counseling competencies (MCC). With a sample of 460 counselors, the author examined whether multicultural training changed the relationship between (a) racial/ethnic identity and MCC and (b) gender‐role attitudes and MCC. The author found significant interaction effects of (a) racial/ethnic identity and multicultural training and (b) gender‐role attitudes and multicultural training on multicultural knowledge but not on multicultural awareness.