Stability of functional equivalence and stimulus equivalence: effects of baseline reversals.
Functional equivalence and stimulus equivalence classes were established, reversed, and tested for stability with college students. Functional stimulus classes were established using a task in which students were trained to say nonsense words in the presence of arbitrarily assigned sets of symbols. Computer-controlled speech-recognition technology was used to record and analyze students' vocal responses for accuracy. After the establishment of stimulus classes was demonstrated with a transfer-of-function test, the effects of reversing selected baseline simple discriminations were assessed during an additional transfer-of-function test and a follow-up test that occurred several weeks later. With the same students, stimulus equivalence classes were established and demonstrated with computerized matching-to-sample procedures. The effects of reversing selected baseline conditional discriminations also were assessed during a postreversal equivalence test and a follow-up test. Both functional stimulus classes and stimulus equivalence were sensitive to contingency reversals, but the reversals with stimulus equivalence closses affected stimulus class organization whereas reversals with functional stimulus classes did not. Follow-up performances were largely consistent with the original baseline contingencies. The similarities and differences between stimulus equivalence and functional equivalence are related to the specific contingencies that select responding in the presence of the stimuli that form the classes.
Wirth
Oliver
O
West Virginia University, USA. owirth@cdc.gov
Chase
Philip N
PN
D000293:Adolescent; D000328:Adult; D001245:Association Learning; D004193:Discrimination Learning; D005260:Female; D005795:Generalization, Stimulus; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011597:Psychomotor Performance; D012193:Reversal Learning; D013334:Students / Q000523:psychology; D014705:Verbal Behavior