dc.contributor.author | Arntzen, Erik | |
dc.contributor.author | Mensah, Justice | |
dc.date.accessioned | 2020-10-17T10:50:26Z | |
dc.date.accessioned | 2021-02-08T15:03:41Z | |
dc.date.available | 2020-10-17T10:50:26Z | |
dc.date.available | 2021-02-08T15:03:41Z | |
dc.date.issued | 2020-01-12 | |
dc.identifier.citation | Arntzen E, Mensah J. On the effectiveness of including meaningful pictures in theformation of equivalence classes. Journal of The Experimental Analysis of Behavior. 2020 | en |
dc.identifier.issn | 0022-5002 | |
dc.identifier.issn | 1938-3711 | |
dc.identifier.uri | https://hdl.handle.net/10642/9484 | |
dc.description.abstract | In three experiments, 165 adult participants were trained on 12 baseline conditional discriminations
and tested for the formation of three 5-member equivalence classes (AàBàCàDàE). All experiments
included two reference groups; the abstract (ABS) group was trained with all abstract stimuli and the
picture (PIC) group with C-stimuli as meaningful pictorial stimuli but A, B, D, and E stimuli as abstract
shapes. In Experiment 1, the color of the meaningful stimuli was manipulated. In the ABS, PIC, and
black-and-white groups, 33.3%, 80%, and 93.3% formed equivalence classes, respectively. In Experiment
2, participants were exposed to a test block with and without trials that included C stimuli. For the
groups with and without C trials in the test, 93.3% and 86.7% formed equivalence classes, respectively,
compared to 20% in the ABS group. In Experiment 3, the number of meaningful pictures and their
location in stimulus classes were manipulated. One group was trained with 3 pictures (C1/B2/D3, the
3-PIC) while the other groups had 2 pictures (C1/B2 and C1/D3, the 2-PIC). In the second test block
for the ABS and PIC groups, 6.7% and 86% of the participants formed equivalence classes, respectively.
For the 3-PIC and the 2-PIC groups, 66.7% and 50% of the participants formed equivalence classes,
respectively. Results suggest that the effects of meaningful stimuli in equivalence classes (a) cannot be
attributed to the use of colorful stimuli in previous studies, (b) occur during training and are not
dependent on the presence of meaningful stimuli at test, and (c) are sensitive to stimulus location. | en |
dc.description.sponsorship | This research was funded by Oslo Metropolitan University | en |
dc.language.iso | en | en |
dc.publisher | Wiley | en |
dc.relation.ispartofseries | Journal of The Experimental Analysis of Behavior;Volume 113, Issue 2 | |
dc.rights | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License | en |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | Stimulus equivalences | en |
dc.subject | Delayed emergencies | en |
dc.subject | Stimulus locations | en |
dc.subject | Test trial types | en |
dc.subject | Sorting performances | en |
dc.subject | College students | en |
dc.title | On the effectiveness of including meaningful pictures in theformation of equivalence classes | en |
dc.type | Journal article | |
dc.type | Peer reviewed | en |
dc.date.updated | 2020-10-17T10:50:26Z | |
dc.description.version | publishedVersion | en |
dc.identifier.doi | https://doi.org/10.1002/jeab.579 | |
dc.identifier.cristin | 1792982 | |
dc.source.journal | Journal of The Experimental Analysis of Behavior | |