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The effect of pre-training of abstract stimuli to exert control over tact and mand responses on stimulus equivalence class formation.

Antunes de Oliveira, Marileide; Arntzen, Erik
Journal article, Peer reviewed
Published version
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de+Oliveira_Arntzen_2020.pdf (1.946Mb)
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https://hdl.handle.net/10642/9483
Utgivelsesdato
2020-10
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  • HV - Department of Behavioural Sciences [208]
Originalversjon
Antunes de Oliveira, Arntzen E. he effect of pre-training of abstract stimuli to exert control over tact and mand responses on stimulus equivalence class formation.. International Journal of Psychology and Psychological Therapy. 2020;20(3):259-272  
Sammendrag
Recent studies show that the formation of stimulus equivalence classes can be enhanced by meaningful

stimuli. The purpose of this study was to investigate whether acquired meaningfulness, through pretraining of meaningless stimuli to exert control over tact or mand responses, would enhance stimulus

equivalence class formation. Participants were eighteen university students aging 18-over 40 that

were alternately assigned to either the Tact (n= 9) or the Mand Group (n= 9). Participants in all

groups received a card sorting test following either a tact or mand pre-training. They then received

training and testing procedures to establish three 3-node 5-member equivalence classes under the

simultaneous protocol. After serialized training of AB, BC, CD, and DE relations, all probes used

to assess the emergence of symmetrical, transitive, and equivalence relations were presented for two

test blocks. Lastly, the card sorting procedure was repeated. Results showed that the pre-training

of abstract stimuli to exert control over tact and mand responses did not produce equivalence class

enhancement. Future studies should further investigate the relationship between the verbal properties

of meaningful stimuli and the formation of stimulus equivalence classes.
Utgiver
Asociación de Análisis del Comportamiento
Serie
International Journal of Psychology and Psychological Therapy;Volume 20 Num. 3
Tidsskrift
International Journal of Psychology and Psychological Therapy

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