Expansion of arbitrary stimulus classes and function-transfer measured by sorting performances

Sorting (SRT) and matching-to-sample (MTS) tests have measured the formation of arbitrary stimulus classes. This experiment used SRT and MTS tests to document the expansion of class size. Thirty-two participants learned 12 conditional discriminations with a linear series training structure (A➔B➔C➔D➔E). SRT tests documented the formation of 5-member classes by 17 of the participants. Thereafter, 6-member class expansion was implemented by FC training. Nine of these 17 participants showed class expansion when tracked with a sequence of an SRT, MTS, and a final SRT test, and the other 8 showed expansion when tracked with a sequence of MTS and SRT tests. Thus, SRT tests documented class expansion, and the sequence of tests did not influence class expansion. The 15 participants who did not form the 5-member classes learned the baselines for new 3-member classes (A➔B➔C) and formed them as documented by an SRT test. Then, 4-member class expansion was implemented by FB training. Expansion was assessed using the above-mentioned testing sequences. All 15 showed class expansion with 100% correspondence between the SRT and MTS performances. Sorting documented the expansion of arbitrary stimulus classes, while the MTS tests showed that the stimuli also functioned as members of equivalence classes.     

The Trinity as our Ecclesial Program? Assessing Miroslav Volf’s Trinitarian Theology of the Church

This article argues that while there are missteps in Mirolsav Volf’s proposal of a trinitarian theology of the church, his impulse to coordinate these doctrines is to be commended and built upon. Specifically it argues that Volf falters by moving from intra‐trinitarian relations to an ethical‐structural orientation for the church too quickly, but that alternative models of coordination can succeed to the extent that they follow a proper progression of dogmatic grounding from God’s triune processions through the triune missions to a constitution of the church’s being, then to an orientation of the church’s mission and, finally, to a determination of the church’s organization and ethics.     

The structure of equivalence classes

THE STRUCTURE OF EQUIVALENCE CLASSES CAN BE COMPLETELY DESCRIBED BY FOUR PARAMETERS: class size, number of nodes, the distribution of "singles" among nodes, and directionality of training. Class size refers to the number of stimuli in a class. Nodes are stimuli linked by training to at least two other stimuli. Singles are stimuli linked by training to only one other stimulus. The distribution of singles refers to the number of singles linked by training to each node. Directionality of training refers to the use of stimuli as samples and as comparison stimuli in training. These four parameters define the different ways in which the stimuli in a class can be organized, and thus provide a basis for systematically characterizing the properties of stimuli in a given equivalence class. The four parameters can also be used to account for the development of individual differences that are commonly characterized in terms of "understanding" and connotative meaning.Methods are described for generating all possible combinations of parameter values, and a formula is introduced which specifies all of the parameter values for an equivalence class. Its utility for interrelating experimental procedures is demonstrated by analyzing a number of representative experiments that have addressed equivalence-class formation.     

Stimulus equivalence and transitive associations: A methodological analysis

When a number of two-stimulus relations are established through training within a set of stimuli, other two-stimulus relations often emerge in the same set without direct training. These, termed "transitive stimulus relations," have been demonstrated with a variety of visual and auditory stimuli. The phenomenon has served as a behavioral model for explaining the emergence of rudimentary comprehension and reading skills, and the development of generative syntactic repertoires. This article considers the range of relations that can arise between a given number of stimuli in a class, the number of directly established two-stimulus relations necessary for the emergence of transitive relations, the forms that training sets of stimuli can take, and the number of transitive two-stimulus relations that can be induced without direct training. The procedures needed to establish and assess transitive stimulus control, the possible interactions between the training and testing procedures, and the constrainst these interactions place upon the analysis of transitive stimulus control are also examined. The present analysis indicates that in a transitivity test, choice among such stimuli may be controlled by (1) the relation between the sample and the positive comparison stimulus (transitive stimulus control), (2) the relation between the sample and the negative comparison stimulus (S- rule control), and (3) possible discriminative properties that may inadvertently be established in the positive and negative comparison stimuli (valence control). Methods are described for distinguishing these three forms of stimulus control.     

Memory deficit caused by compressed air equivalent to 36 meters of seawater

Twenty-four students from a diving school undertook a hyperbaric chamber dive to a pressure equal to 36 m of seawater. Tests of cognitive function and manual dexterity, performed in the chamber during the 35-min bottom time and before, or after, the dive included immediate and delayed free recall of words presented as 7 lists of 15 each, recognition of previously presented words, number identification, and a forceps pickup of ball bearings. Delayed free recall and immediate free recall (primacy region) were significantly impaired, whereas manual dexterity and recognition memory were not. These are in keeping with previously reported findings but indicate that significant impairment of memory may occur in experienced divers at operational depths for air diving. Lack of effect on recognition memory suggests that cueing strategies might be useful for debriefing divers.     

Equivalence Class Formation Using Stimulus-Pairing and Yes-No Responding

The Psychological Record - Equivalence classes were established using a stimuluspairing/yes-no procedure. On all trials, two stimuli were presented with the second introduced 250 ms after...     

Acquisition of stimulus control while introducing new stimuli in fading.

After establishing discrimination between a red positive stimulus and a green negative stimulus, the lowest intensity colors that restricted all responding to the positive stimulus were determined. Then, two new white lines differing in terms of line orientation were each superimposed on one of the colors and were increased in intensity. Thereafter, the intensity of the colors was decreased and eventually eliminated. Probe stimuli consisting of the lines presented against dark backgrounds were presented before each change of stimulus intensity, and probe responding was used to assess the control acquired by various dimension of the new stimuli during the course of fading. The lines acquired control of responding while they were being introduced, and control was strengthened as the colors were attenuated. Such a locus of acquisition was attributed to the starting intensity of the original controlling stimuli and was explained in terms of stimulus blocking. Finally, using probes while introducing the new stimuli enhanced the acquisition of control by the new stimuli.     

A field study of demographic characteristics and job attribute preferences of new part-time employees

This paper reports on a study of the demographic characteristics and job attribute preferences of 336 newly hired part-time employees in retail jobs. The results of the research challenge many of the traditional assumptions about the job preferences of part-time workers.     

EQUIVALENCE CLASS FORMATION: A METHOD FOR TEACHING STATISTICAL INTERACTIONS

Many students struggle with statistical concepts such as interaction. In an experimental group, participants took a paper‐and‐pencil test and then were given training to establish equivalent classes containing four different statistical interactions. All participants formed the equivalence classes and showed maintenance when probes contained novel negative exemplars. Thereafter, participants took a second paper‐and‐pencil test. Participants in the control group received two versions of the paper‐and‐pencil test without equivalence‐based instruction. All participants in the experimental group showed increased paper‐and‐pencil test scores after forming the interaction‐indicative equivalence classes. Class‐indicative responding also generalized to novel exemplars and the novel question format used in the paper‐and‐pencil test. Test scores did not change with repetition for control group participants. Implications for behavioral diagnostics and teaching technology are discussed.     

Head Coach Changes in Women’s College Soccer: An Investigation of Women Coaches Through the Lenses of Gender Stereotypes and the Glass Cliff

Sex Roles - Women are underrepresented in leadership positions in sport, including coaching. In the present study of women’s college soccer in the United States, the authors examine the...