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1.
Richard J. May Ian Stewart Luisa Baez Gary Freegard Simon Dymond 《Journal of the experimental analysis of behavior》2017,107(2):234-257
Spatial reasoning, where novel spatial relationships are inferred based on trained relationships, can be conceptualized as arbitrarily applicable spatial relational responding. Here, we conducted two experiments to develop and validate, for the first time, a laboratory procedure to establish arbitrarily applicable spatial relational responding in adult humans. In Experiment 1, participants were trained on nonarbitrary spatial relational tasks designed to establish contextual cues for left of, right of, above, and below. Contextual cues were then used to train a series of arbitrary spatial relations involving four abstract shapes. Following training in a subset of arbitrary relations (A is left of B, B is above C, C is right of D), subsequent testing examined the emergence of untrained spatial relations (B is right of A, C is below B, D is left of C, D is below A and A is above D). When absent in initial tests, spatial relational responding was facilitated by a remedial training procedure incorporating nonarbitrary relational guidance. Participants showed patterns of spatial relational responding consistent with test relations. In Experiment 2, a variant reversal design yielded predictable, reversed spatial relational responses. Overall, the present procedures represent the first empirical demonstration of arbitrarily applicable spatial relational responding and thus, arguably, the first functional analytic model of spatial reasoning. 相似文献
2.
Ninness C Rumph R McCuller G Harrison C Ford AM Ninness SK 《Journal of applied behavior analysis》2005,38(1):1-22
Following a pretest, 11 participants who were naive with regard to various algebraic and trigonometric transformations received an introductory lecture regarding the fundamentals of the rectangular coordinate system. Following the lecture, they took part in a computer-interactive matching-to-sample procedure in which they received training on particular formula-to-formula and formula-to-graph relations as these formulas pertain to reflections and vertical and horizontal shifts. In training A-B, standard formulas served as samples and factored formulas served as comparisons. In training B-C, factored formulas served as samples and graphs served as comparisons. Subsequently, the program assessed for mutually entailed B-A and C-B relations as well as combinatorially entailed C-A and A-C relations. After all participants demonstrated mutual entailment and combinatorial entailment, we employed a test of novel relations to assess 40 different and complex variations of the original training formulas and their respective graphs. Six of 10 participants who completed training demonstrated perfect or near-perfect performance in identifying novel formula-to-graph relations. Three of the 4 participants who made more than three incorrect responses during the assessment of novel relations showed some commonality among their error patterns. Derived transfer of stimulus control using mathematical relations is discussed. 相似文献
3.
Barnes-Holmes D Regan D Barnes-Holmes Y Commins S Walsh D Stewart I Smeets PM Whelan R Dymond S 《Journal of the experimental analysis of behavior》2005,84(3):435-451
The current study aimed to test a Relational Frame Theory (RFT) model of analogical reasoning based on the relating of derived same and derived difference relations. Experiment 1 recorded reaction time measures of similar-similar (e.g., \"apple is to orange as dog is to cat\") versus different-different (e.g., \"he is to his brother as chalk is to cheese\") derived relational responding, in both speed-contingent and speed-noncontingent conditions. Experiment 2 examined the event-related potentials (ERPs) associated with these two response patterns. Both experiments showed similar-similar responding to be significantly faster than different-different responding. Experiment 2 revealed significant differences between the waveforms of the two response patterns in the left-hemispheric prefrontal regions; different-different waveforms were significantly more negative than similar-similar waveforms. The behavioral and neurophysiological data support the RFT prediction that, all things being equal, similar-similar responding is relationally \"simpler\" than, and functionally distinct from, different-different analogical responding. The ERP data were fully consistent with findings in the neurocognitive literature on analogy. These findings strengthen the validity of the RFT model of analogical reasoning and supplement the behavior-analytic approach to analogy based on the relating of derived relations. 相似文献
4.
L. Jorge Ruiz‐Snchez Carmen Luciano Paul M. Guinther 《Journal of the experimental analysis of behavior》2019,111(1):12-27
The present investigation used a respondent‐type (ReT) training procedure to generate derived false memories. A one‐to‐many ReT training procedure was implemented in order to establish two stimulus equivalence classes, each consisting of one shape and 24 random words (i.e., Class 1 and Class 2). A partial test for stimulus equivalence with a subset of stimuli from each class followed. Failing an equivalence test resulted in additional ReT training and equivalence testing on new subsets of stimuli. After passing an equivalence test, participants were presented with 12 study‐list words from Class 1 for memorization, followed by a distraction task. Finally, free recall and recognition tests for the study‐list words were implemented. False recall and false recognition were more frequent for nonstudied Class 1 words than for nonstudied Class 2 words. These derived false‐memory effects were more pronounced among those participants exhibiting more training and testing cycles and higher accuracy on stimulus equivalence tests. Furthermore, false recall and false remembering of nonstudied Class 1 words were more frequent for words that had been equivalence‐tested than for words that had not been equivalence‐tested. These results show how responses to contiguous stimuli could produce derived false memories and also highlight the role played by the equivalence test in increasing their emergence. 相似文献
5.
Contemporary behavior analytic research is making headway in analyzing analogy as the establishment of a relation of coordination among common types of trained or derived relations. Previous studies have been focused on within-domain analogy. The current study expands previous research by analyzing cross-domain analogy as relating relations among separate relational networks and by correlating participants' performance with a standard measure of analogical reasoning. In two experiments, adult participants first completed general intelligence and analogical reasoning tests. Subsequently, they were exposed to a computerized conditional discrimination training procedure designed to create two relational networks, each consisting of two 3-member equivalence classes. The critical test was a two-part analogical test in which participants had to relate combinatorial relations of coordination and distinction between the two relational networks. In Experiment 1, combinatorial relations for each network were individually tested prior to analogical testing, but in Experiment 2 they were not. Across both experiments, 65% of participants passed the analogical test on the first attempt. Moreover, results from the training procedure were strongly correlated with the standard measure of analogical reasoning. 相似文献
6.
Healy O Barnes-Holmes D Smeets PM 《Journal of the experimental analysis of behavior》2000,74(2):207-227
The major aim of the present study was to demonstrate that derived relational responding may be viewed as a form of generalized operant behavior. In Experiment 1, 4 subjects were divided into two conditions (2 in each condition). Using a two-comparison matching-to-sample procedure, all subjects were trained and tested for the formation of two combinatorially entailed relations. Subjects were trained and tested across multiple stimulus sets. Each set was composed of novel stimuli. Both Conditions 1 and 2 involved explicit performance-contingent feedback presented at the end of each block of test trials (i.e., delayed feedback). In Condition 1, feedback was accurate (consistent with the experimenter-designated relations) following exposure to the initial stimulus sets. When subjects' responding reached a predefined mastery criterion, the feedback then switched to inaccurate (not consistent with the experimenter-designated relations) until responding once again reached a predefined criterion. Condition 2 was similar to Condition 1, except that exposure to the initial stimulus sets was followed by inaccurate feedback and once the criterion was reached feedback switched to accurate. Once relational responding emerged and stabilized, response patterns on novel stimulus sets were controlled by the feedback delivered for previous stimulus sets. Experiment 2 replicated Experiment 1, except that during Conditions 3 and 4 four comparison stimuli were employed during training and testing. Experiment 3 was similar to Condition 1 of Experiment 1, except that after the mastery criterion was reached for class-consistent responding, feedback alternated from accurate to inaccurate across each successive stimulus set. Experiment 4 involved two types of feedback, one type following tests for mutual entailment and the other type following tests for combinatorial entailment. Results from this experiment demonstrated that mutual and combinatorial entailment may be controlled independently by accurate and inaccurate feedback. Overall, the data support the suggestion, made by relational frame theory, that derived relational responding is a form of generalized operant behavior. 相似文献
7.
Mark Dixon's (2014) manual, PEAK Relational Training System: Direct Training Module, proposes a novel approach to manualized evaluation and curriculum development. Dixon's PEAK system, introduced in the book as the first of four modules, translates derived relational responding methodology into a new verbal‐behavior approach. The PEAK system is firmly rooted in the basic, conceptual, and applied behavior‐analytic tradition; however, it differs substantially from the competition in its unique application of relational frame theory to produce efficient learning. The manual's accessible nature renders it a viable product for many users and readers. The growing empirical support for PEAK’s efficacy, usability, and psychometrics is impressive and provides a robust empirical basis for the system that is not described within the pages of the manual. Behavior analysts may shy away from a manualized system that explicitly omits discussion of scholarship and empirical bases but would be remiss in doing so, given the potential of PEAK to revolutionize the way clinicians and parents apply the verbal behavior approach. 相似文献
8.
Benigno Alonso‐Álvarez Luis Antonio Pérez‐González 《Journal of the experimental analysis of behavior》2018,110(2):213-228
We evaluated whether contextual control over equivalence and nonequivalence and responding by exclusion can explain the outcomes of relational frame theory (RFT) studies on sameness and opposition relations. We trained nine college students to maintain and reverse conditional discriminations with X1 and X2 as contextual stimuli. In Experiment 1, X1 and X2 controlled derived stimulus relations (DSR) analogous to those controlled by Same and Opposite in RFT studies. These results can be explained by at least two hypotheses: X1 and X2 were cues for equivalence and nonequivalence and responding by exclusion, or for sameness and opposition. In Experiment 2, X1 and X2 controlled DSR predicted by the hypothesis that they were cues for equivalence and nonequivalence and responding by exclusion, and not predicted by the hypothesis that they were cues for sameness and opposition. The results of Experiment 2 and the functional equivalence of X1 and X2 with Same and Opposite in Experiment 1 suggest that Same and Opposite were cues for equivalence and nonequivalence and responding by exclusion in RFT studies. 相似文献
9.
Historically, anxiety has been a dominant subject in mainstream psychology but an incidental or even insignificant one in behavior analysis. We discuss several reasons for this discrepancy. We follow with a behavior-analytic conceptualization of anxiety that could just as easily be applied to emotion in general. Its primary points are (a) that language-able humans have an extraordinary capacity to derive relations between events and that it is a simple matter to show that neutral stimuli can acquire discriminative functions indirectly with no direct training; (b) that private events can readily acquire discriminative functions; (c) that anxiety disorders seem to occur with little apparent direct learning or that the amount of direct learning is extraordinarily out of proportion with the amount of responding; and (d) that the primary function of anxious behavior is experiential avoidance. We conclude that the most interesting aspects of anxiety disorders may occur as a function of derived rather than direct relations between public events and overt and private responses with avoidance functions. Implicit in this conclusion and explicit in the paper is the assertion that anxiety is a suitable subject for behavior-analytic study. 相似文献
10.
Elberto A. Plazas Carlos‐Wilcen Villamil 《Journal of the experimental analysis of behavior》2018,109(2):380-393
This study presents three experiments that aimed to show the formation of stimulus equivalence relations among stimuli that had been previously related only by exclusion. In Experiment 1, participants were trained on baseline conditional discriminations to establish two 3‐member equivalence classes. Then, they were exposed to exclusion trials, without feedback, in which undefined stimuli had to be matched by rejecting the defined baseline stimuli. Finally, participants responded to test trials evaluating the emergence of symmetry and transitivity among the undefined stimuli from the exclusion trials. For half of the participants, the stimuli related by exclusion were introduced as S‐ stimuli in the baseline trials, whereas for the other half they were not. Further, half of the participants were assessed for emergent relations with stimuli from all the classes, whereas the other half was assessed for emergent relations with only the stimuli related by exclusion. In Experiment 2, the S‐ comparisons in the emergent relations test trials with stimuli only related by exclusion were stimuli from a null class. In Experiment 3, the number of exclusion trials was doubled. Across experiments, most participants showed emergence of equivalence relations among the stimuli related by exclusion. Some conditions of stimulus control associated with exclusion learning and the emergence of equivalence relations are discussed. 相似文献
11.
Subjects' responses to nonarbitrary stimulus relations of sameness, oppositeness, or difference were brought under contextual control. In the presence of the SAME context, selecting the same comparison as the sample was reinforced. In the presence of the OPPOSITE context, selecting a comparison as far from the sample as possible on the physical dimension defined by the set of comparisons was reinforced. Given the DIFFERENT context, selecting any comparison other than the sample was reinforced. Subjects were then exposed to arbitrary matching-to-sample training in the presence of these same contextual cues. Some subjects received training using the SAME and OPPOSITE contexts, others received SAME and DIFFERENT, and others received SAME, OPPOSITE, and DIFFERENT. The stimulus networks established allowed testing for a wide variety of derived relations. In two experiments it was shown that derived performances were consistent with relational responding brought to bear by the contextual cues. In contexts relevant to the relation of sameness, stimulus equivalence emerged. Other kinds of relational networks emerged in the other contexts. Arbitrarily applicable relational responding may give rise to a very wide variety of derived stimulus relations. The kinds of performances seen in stimulus equivalence do not appear to be unique. 相似文献
12.
F Strumwasser 《Journal of the experimental analysis of behavior》1994,61(2):307-317
Neuroscience seeks to understand how the human brain, perhaps the most complex electrochemical machine in the universe, works, in terms of molecules, membranes, cells and cell assemblies, development, plasticity, learning, memory, cognition, and behavior. The human behavioral sciences, in particular psychiatry and clinical psychology, deal with disorders of human behavior and mentation. The gap between neuroscience and the human behavioral sciences is still large. However, some major advances in neuroscience over the last two decades have diminished the span. This article reviews the major advances of neuroscience in six areas with relevance to the behavioral sciences: (a) evolution of the nervous system; (b) visualizing activity in the human brain; (c) plasticity of the cerebral cortex; (d) receptors, ion channels, and second/third messengers; (e) molecular genetic approaches; and (f) understanding integrative systems with networks and circadian clocks as examples. 相似文献
13.
Arbitrarily applicable derived relational responding has been argued by relational frame theorists to be a form of operant behavior. The present study examined this idea with 4 female participants, ages 4 to 5 years old, who could not perform a series of problem-solving tasks involving arbitrary more than and less than relations. In a combined multiple baseline (across responses and participants) and multiple probe design (with trained and untrained stimuli), it was shown that reinforced multiple-exemplar training facilitated the development of arbitrary comparative relations, and that these skills generalized not just across stimuli but also across trial types. The sequence of training identified potential prerequisites in the development of comparative relations (e.g., nonarbitrary comparative relations). Taken as a whole, the present data, along with previous work by others in this area, suggest that relating arbitrary events comparatively is an operant. The implications of this conclusion for the analysis of complex behavior are discussed. 相似文献
14.
Jessica L. Paranczak Joseph M. Lambert Jennifer R. Ledford Bailey A. Copeland M. Janey Macdonald 《Journal of applied behavior analysis》2024,57(2):408-425
Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning for most verbally competent humans. Four children (ages 5–8) participated in this project. In Study 1, we provided decontextualized discrete trial teaching to establish arbitrary relations between colors, pictures of characters, and researcher motor actions. All participants engaged in derivative responding, providing evidence of relational framing. Subsequently, we demonstrated that, with no additional instruction, these derivatives contributed to effective action within a socially valid context (i.e., Candyland gameplay). Study 2 extended the demonstration by teaching frames of opposition. Following teaching, all participants engaged in novel and contextually appropriate responding that entailed the derivation of both coordination and opposition between untrained stimuli. This outcome demonstrates how teaching simple relations can result in learning that manifests at higher levels of complexity (i.e., relational networking), providing some evidence that there can be socially valid benefits to decontextualized discrete trial instruction. 相似文献
15.
Shimizu H 《Journal of the experimental analysis of behavior》2006,86(2):239-251
This study tested the notion that an equivalence relation may include a response when differential responses are paired with stimuli presented during training. Eight normal adults learned three kinds of computer mouse movements as differential response topographies (R1, R2, and R3). Next, in matching-to-sample training, one of the response topographies was used to select a comparison stimulus B (B1, B2, or B3) conditionally upon presentation of sample stimulus A (A1, A2, or A3), and to select stimulus D (D1, D2, or D3) conditionally upon presentation of stimulus C (C1, C2, or C3). After two sample-comparison-response relations (ABR and CDR) were established, 18 sample-comparison relations were tested (BA, DC, RA, RB, RC, RD, AC, CA, AD, DA, BC, CB, BD, DB, AA, BB, CC, and DD). In the RA, RB, RC, and RD tests, the differential responses (R1, R2, and R3) were used as sample stimuli. All subjects made class-consistent comparison selections in the tests. This study provides evidence that responses may become members of an equivalence class. 相似文献
16.
D Palmer 《Journal of the experimental analysis of behavior》2004,81(2):189-204
Responding to derived relations among stimuli and events is the subject of an accelerating research program that represents one of the major behavior analytic approaches to complex behavior. Relational Frame Theory: A Post‐Skinnerian Account of Human Language and Cognition (Hayes, Barnes‐Holmes, & Roche, 2001) offers a conceptual framework for this work and explores its implications for verbal behavior and a variety of other domains of complex human behavior. The authors dismiss Skinner's interpretation of verbal behavior as unproductive and conceptually flawed and suggest a new definition and a new paradigm for the investigation of verbal phenomena. I found the empirical phenomena important but the conceptual discussion incomplete. A new principle of behavior is promised, but critical features of this principle are not offered. In the absence of an explicit principle, the theory itself is difficult to evaluate. Counterexamples suggest a role for mediating behavior, perhaps covert, thus raising the question whether a new principle is needed at all. The performance of subjects in relational frame experiments may be a mosaic of elementary behavioral units, some of which are verbal. If so, verbal behavior underlies relational behavior; it is not defined by it. I defend Skinner's definition of verbal behavior and argue that an account of relational behavior must be integrated with Skinner's analysis; it will not replace it. 相似文献
17.
Sidman M Wynne CK Maguire RW Barnes T 《Journal of the experimental analysis of behavior》1989,52(3):261-274
Three adult subjects were taught a set of two-choice simultaneous discriminations, with three positive and three negative stimuli; all possible combinations of positive and negative stimuli yielded nine different pairs. The discriminations were repeatedly reversed and rereversed, the former positive stimuli becoming negative and the former negative stimuli becoming positive. With all subjects, a reversal of the contingencies for one pair of stimuli became sufficient to change their responses to all of the other pairs. The reversals had produced functional stimulus classes. Then, all subjects showed conditional discriminations emerging between members of a functional class; given a sample from one class and comparisons from both classes, they selected the comparison that was in the same class as the sample. Next, 2 of the subjects showed that the within-class conditional relations possessed the symmetric and transitive properties of equivalence relations; after having been taught to relate new stimuli to existing class members, the subjects then matched other class members to the new stimuli. Subsequent tests of two-choice discriminations showed that the conditional discriminations had transferred functional class membership to the new stimuli. The 3rd subject, who did not show equivalence relations among functional class members, was also found to have lost the within-class conditional relations after the equivalence tests. 相似文献
18.
According to relational frame theory Cfunc stimuli select which stimulus properties are transformed via derived stimulus relations. To date there has been no demonstration of the selective action of Cfunc control. We provide an analysis of the requirements for such a demonstration, and describe the results from four experiments employing a paradigm consistent with these requirements. We employed a paradigm based on virtual car races. The paradigm had two components: i) a sample racecar screen which showed the performance of a sample racecar, and used experimentally engineered symbols to communicate how the performance of each real racecar would compare with that of the sample racecar, and ii) a car race screen showing other racecars race. Two symbols were established as Crels for the relations of same and different, and two symbols were established as Cfuncs for the functional properties of speed and direction. The results from these experiments demonstrate Cfunc stimuli can select which functions transform via derived stimulus relations, a central component of relational frame theory. The study has implications for the study of relational responding in complex settings and for applied work aimed at refining repertoires of relational responding. 相似文献
19.
20.
This paper is a reply to an accompanying set of six commentaries by Sidman; Hayes and Barnes; Schusterman, Kastak, and Reichmuth; Tonneau and Sokolowski; Lowenkron; and Moerk. Those commentaries were prompted by our article “On the Origins of Naming and Other Symbolic Behavior” (1996), which was, in turn, followed by 26 commentaries and a reply. In the course of the present reply, we further develop the naming account to embrace more complex verbal relations such as same, different, more, and less. We also examine what we see as the lack of conceptual coherence in equivalence theories, including relational frame theory, and the disparities between these accounts and the findings from empirical research. 相似文献