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An examination of transformation of evaluative and consequential functions through derived relations with participant-generated values-relevant stimuli. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2021. [DOI: 10.1016/j.jcbs.2021.07.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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2
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Evaluation of the Effects of the Stimulus-Pairing Observation Procedure and Match to Sample on the Emergence of Listener Responses in Children with Autism. Behav Anal Pract 2021; 15:406-413. [DOI: 10.1007/s40617-021-00564-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/09/2021] [Indexed: 10/21/2022] Open
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3
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Training and testing for a transformation of fear and avoidance functions via combinatorial entailment using the Implicit Relational Assessment Procedure (IRAP): Further exploratory analyses. Behav Processes 2020; 172:104027. [DOI: 10.1016/j.beproc.2019.104027] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2019] [Revised: 12/20/2019] [Accepted: 12/26/2019] [Indexed: 11/23/2022]
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4
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Solares L, Fryling MJ. Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder. Anal Verbal Behav 2019; 35:85-93. [PMID: 31976223 PMCID: PMC6702483 DOI: 10.1007/s40616-018-0101-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
A large amount of learning occurs through the observation of stimulus-stimulus relations. One procedure that involves this sort of learning is the stimulus-pairing observation procedure (SPOP). The current study involves a systematic replication of Byrne, Rehfeldt, and Aguirre (2014). Tests for the emergence of tact and listener relations were conducted pre- and post-SPOP intervention, which consisted of a therapist presenting auditory-visual stimulus relations to participants. The SPOP intervention resulted in the establishment of tact and listener relations for all participants. The importance of assessing prerequisite skills is considered in the context of previous research.
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Affiliation(s)
- Leslie Solares
- Division of Special Education & Counseling, California State University, Los Angeles, 5151 State University Dr, Los Angeles, CA 90032 USA
| | - Mitch J. Fryling
- Division of Special Education & Counseling, California State University, Los Angeles, 5151 State University Dr, Los Angeles, CA 90032 USA
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5
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Ruiz-Sánchez LJ, Luciano C, Guinther PM. Derived false memories using a respondent-type (ReT) procedure. J Exp Anal Behav 2018; 111:12-27. [PMID: 30578534 DOI: 10.1002/jeab.492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Accepted: 12/05/2018] [Indexed: 11/10/2022]
Abstract
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.
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Dymond S, Bennett M, Boyle S, Roche B, Schlund M. Related to Anxiety: Arbitrarily Applicable Relational Responding and Experimental Psychopathology Research on Fear and Avoidance. Perspect Behav Sci 2018; 41:189-213. [PMID: 32004365 PMCID: PMC6701705 DOI: 10.1007/s40614-017-0133-6] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
Humans have an unparalleled ability to engage in arbitrarily applicable relational responding (AARR). One of the consequences of this ability to spontaneously combine and relate events from the past, present, and future may, in fact, be a propensity to suffer. For instance, maladaptive fear and avoidance of remote or derived threats may actually perpetuate anxiety. In this narrative review, we consider contemporary AARR research on fear and avoidance as it relates to anxiety. We first describe laboratory-based research on the emergent spread of fear- and avoidance-eliciting functions in humans. Next, we consider the validity of AARR research on fear and avoidance and address the therapeutic implications of the work. Finally, we outline challenges and opportunities for a greater synthesis between behavior analysis research on AARR and experimental psychopathology.
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Affiliation(s)
- Simon Dymond
- Experimental Psychopathology Lab, Department of Psychology, Swansea University, Singleton Campus, Swansea, SA2 8PP UK
- Department of Psychology, Reykjavík University, Menntavegur 1, Nauthólsvík, 101 Reykjavík, Iceland
| | - Marc Bennett
- Trinity College Institute of Neuroscience, Trinity College Dublin, Lloyd Building, Dublin 2, Ireland
| | - Sean Boyle
- Department of Psychology, Maynooth University, Maynooth, Co. Kildare Ireland
| | - Bryan Roche
- Department of Psychology, Maynooth University, Maynooth, Co. Kildare Ireland
| | - Michael Schlund
- Department of Psychiatry, University of Pittsburgh, Loeffler Building, Room 316, 121 Meyran Avenue, Pittsburgh, PA 15213 USA
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7
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Cochrane A, Barnes-Holmes D, Barnes-Holmes Y. The Perceived-Threat Behavioral Approach Test (PT-BAT): Measuring Avoidance in High-, Mid-, and Low-Spider-Fearful Participants. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395639] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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8
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May RJ, Stewart I, Baez L, Freegard G, Dymond S. Arbitrarily applicable spatial relational responding. J Exp Anal Behav 2017; 107:234-257. [DOI: 10.1002/jeab.250] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2016] [Accepted: 02/15/2017] [Indexed: 11/06/2022]
Affiliation(s)
- Richard J. May
- School of Psychology; University of South Wales; Pontypridd United Kingdom
| | - Ian Stewart
- School of Psychology; National University of Ireland; Galway Ireland
| | - Luisa Baez
- School of Psychology; University of South Wales; Pontypridd United Kingdom
| | - Gary Freegard
- Department of Psychology; Swansea University; Swansea United Kingdom
| | - Simon Dymond
- Department of Psychology; Swansea University; Swansea United Kingdom
- Department of Psychology; Reykjavík University; Reykjavík Iceland
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Hughes S, De Houwer J, Barnes-Holmes D. The Moderating Impact of Distal Regularities on the Effect of Stimulus Pairings. Exp Psychol 2016; 63:20-44. [PMID: 27025533 DOI: 10.1027/1618-3169/a000310] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Throughout much of the past century psychologists have focused their attention on a seemingly simple question: How do people come to like or dislike stimuli in the environment? Evaluative Conditioning (EC) - a change in liking due to the pairing of stimuli - has been offered as one avenue through which novel preferences may be formed and existing ones altered. In the current article, we offer a new look at EC from the perspective of Contextual Behavioral Science (CBS) and, more specifically, Relational Frame Theory (RFT). We briefly review the EC literature, introduce Contextual Behavioral Science (CBS), Relational Frame Theory (RFT), and then describe a behavioral phenomenon known as arbitrarily applicable relational responding (AARR). Afterwards, we examine the relationship between EC and AARR. This novel perspective offers ways to organize existing as well as predict new EC effects, contributes to debates on "genuine" EC, human versus nonhuman EC, and further facilitates the development and refinement of cognitive theories of EC.
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Affiliation(s)
- Sean Hughes
- 1 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
| | - Jan De Houwer
- 1 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
| | - Dermot Barnes-Holmes
- 1 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
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10
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The Implicit Relational Assessment Procedure (IRAP) as a Measure of Spider Fear, Avoidance, and Approach. PSYCHOLOGICAL RECORD 2016. [DOI: 10.1007/s40732-016-0176-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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11
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Stewart I. The fruits of a functional approach for psychological science. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2015; 51:15-27. [DOI: 10.1002/ijop.12184] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2014] [Revised: 04/27/2015] [Accepted: 05/11/2015] [Indexed: 11/08/2022]
Affiliation(s)
- Ian Stewart
- School of Psychology; National University of Ireland; Galway Ireland
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12
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Hussey I, Barnes-Holmes D, Barnes-Holmes Y. From Relational Frame Theory to implicit attitudes and back again: clarifying the link between RFT and IRAP research. Curr Opin Psychol 2015. [DOI: 10.1016/j.copsyc.2014.12.009] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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13
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Spelling Instruction by Stimulus Pairing in Japanese Students with Autism Spectrum Disorders: Effects of Stimulus Presentation Order. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-014-0114-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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14
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Byrne BL, Rehfeldt RA, Aguirre AA. Evaluating the Effectiveness of the Stimulus Pairing Observation Procedure and Multiple Exemplar Instruction on Tact and Listener Responses in Children with Autism. Anal Verbal Behav 2014; 30:160-9. [PMID: 27525217 PMCID: PMC4883529 DOI: 10.1007/s40616-014-0020-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
The stimulus pairing observation procedure (SPOP) combined with multiple exemplar instruction (MEI) has been shown to be effective with typically developing preschoolers in establishing the joint stimulus control required for the development of naming. The purpose of the current investigation was to evaluate the effectiveness and efficiency of the SPOP in establishing speaker and listener responses in children with autism. Participants were presented with pairings of auditory and visual stimuli during instruction. Participants' tacting and listener responses of the visual stimuli were then evaluated during a test phase. MEI with novel pairs of auditory and visual stimuli was conducted if participants did not demonstrate criterion performance on tact and listener probes. SPOP in conjunction with MEI was shown to be effective in establishing some of the tact and listener relations for the three participants. However, accuracy on tact probes was always lower than listener probes. The participant who responded with the highest accuracy on untaught tact and listener probes also displayed echoic responding on the lowest proportion of SPOP instruction and listener test trials.
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Affiliation(s)
- Brittany L. Byrne
- Behavior Analysis & Therapy, Southern Illinois University, Carbondale, IL 62901 USA
| | - Ruth Anne Rehfeldt
- Behavior Analysis & Therapy, Southern Illinois University, Carbondale, IL 62901 USA
| | - Angelica A. Aguirre
- Behavior Analysis & Therapy, Southern Illinois University, Carbondale, IL 62901 USA
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De Houwer J. A propositional perspective on context effects in human associative learning. Behav Processes 2014; 104:20-5. [PMID: 24518680 DOI: 10.1016/j.beproc.2014.02.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2013] [Revised: 01/28/2014] [Accepted: 02/02/2014] [Indexed: 10/25/2022]
Abstract
Propositional models of associative learning postulate that the behavioral impact of regularities in the presence of two events is mediated by the formation of propositions about the relation between these events. Because the mere statistical contingency between events often does not provide enough information to infer the nature of the relation between those events (e.g., whether one event is a cause or an effect of the other event), it is likely that people will take into account relational information that is provided by the context when forming propositions about the relation between events. Hence, propositional models predict that contextual cues which provide relational information can moderate associative learning. The present paper provides a brief review of several studies that support this prediction. These findings contribute not only to the cognitive literature on the mental mechanisms that mediate associative learning but also to the functional literature on associative learning by providing novel evidence for arbitrarily applicable relational responding. Vice versa, functional research on relational responding can provide a new source of information for the development of cognitive theories of associative learning. This article is part of a Special Issue entitled: SQAB 2013.
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Luciano C, Valdivia-Salas S, Ruiz FJ, Rodríguez-Valverde M, Barnes-Holmes D, Dougher MJ, Cabello F, Sánchez V, Barnes-Holmes Y, Gutierrez O. Extinction of aversive eliciting functions as an analog of exposure to conditioned fear: Does it alter avoidance responding? JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2013. [DOI: 10.1016/j.jcbs.2013.05.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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17
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Amd M, Barnes-Holmes D, Ivanoff J. A DERIVED TRANSFER OF ELICITING EMOTIONAL FUNCTIONS USING DIFFERENCES AMONG ELECTROENCEPHALOGRAMS AS A DEPENDENT MEASURE. J Exp Anal Behav 2013; 99:318-34. [DOI: 10.1002/jeab.19] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2012] [Accepted: 01/11/2013] [Indexed: 11/08/2022]
Affiliation(s)
- Micah Amd
- National University of Ireland; Maynooth; Ireland
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19
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Dymond S, Schlund MW, Roche B, De Houwer J, Freegard GP. Safe from harm: learned, instructed, and symbolic generalization pathways of human threat-avoidance. PLoS One 2012; 7:e47539. [PMID: 23077631 PMCID: PMC3471858 DOI: 10.1371/journal.pone.0047539] [Citation(s) in RCA: 59] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2012] [Accepted: 09/13/2012] [Indexed: 11/19/2022] Open
Abstract
Avoidance of threatening or unpleasant events is usually an adaptive behavioural strategy. Sometimes, however, avoidance can become chronic and lead to impaired daily functioning. Excessive threat-avoidance is a central diagnostic feature of anxiety disorders, yet little is known about whether avoidance acquired in the absence of a direct history of conditioning with a fearful event differs from directly learned avoidance. In the present study, we tested whether avoidance acquired indirectly via verbal instructions and symbolic generalization result in similar levels of avoidance behaviour and threat-beliefs to avoidance acquired after direct learning. Following fear conditioning in which one conditioned stimulus was paired with shock (CS+) and another was not (CS-), participants either learned or were instructed to make a response that cancelled impending shock. Three groups were then tested with a learned CS+ and CS- (learned group), instructed CS+ (instructed group), and generalized CS+ (derived group) presentations. Results showed similar levels of avoidance behaviour and threat-belief ratings about the likelihood of shock across each of the three pathways despite the different mechanisms by which they were acquired. Findings have implications for understanding the aetiology of clinical avoidance in anxiety.
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Affiliation(s)
- Simon Dymond
- Department of Psychology, Swansea University, Swansea, United Kingdom.
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20
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Rosales R, Rehfeldt RA, Huffman N. Examining the utility of the stimulus pairing observation procedure with preschool children learning a second language. J Appl Behav Anal 2012; 45:173-7. [PMID: 22403462 DOI: 10.1901/jaba.2012.45-173] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2010] [Accepted: 05/04/2011] [Indexed: 11/22/2022]
Abstract
We evaluated the effectiveness of a stimulus pairing observation procedure to facilitate tact and listener relations in preschool children learning a second language. This procedure resulted in the establishment of most listener relations as well as some tact relations. Multiple-exemplar training resulted in the establishment of most of the remaining relations. The implications for the use of these procedures to establish simple vocabulary skills in children are discussed.
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21
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Inferred threat and safety: Symbolic generalization of human avoidance learning. Behav Res Ther 2011; 49:614-21. [DOI: 10.1016/j.brat.2011.06.007] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2011] [Revised: 06/14/2011] [Accepted: 06/16/2011] [Indexed: 11/21/2022]
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22
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Minster ST, Elliffe D, Muthukumaraswamy SD. Emergent stimulus relations depend on stimulus correlation and not on reinforcement contingencies. J Exp Anal Behav 2011; 95:327-42. [PMID: 21547070 PMCID: PMC3088075 DOI: 10.1901/jeab.2011.95-327] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2007] [Accepted: 02/01/2011] [Indexed: 10/15/2022]
Abstract
We aimed to investigate whether novel stimulus relations would emerge from stimulus correlations when those relations explicitly conflicted with reinforced relations. In a symbolic matching-to-sample task using kanji characters as stimuli, we arranged class-specific incorrect comparison stimuli in each of three classes. After presenting either Ax or Cx stimuli as samples, choices of Bx were reinforced and choices of Gx or Hx were not. Tests for symmetry, and combined symmetry and transitivity, showed the emergence of three 3-member (AxBxCx) stimulus classes in 5 of 5 human participants. Subsequent tests for all possible emergent relations between Ax, Bx, Cx and the class-specific incorrect comparisons Gx and Hx showed that these relations emerged for 4 of 5 the participants after extended overtraining of the baseline relations. These emergent relations must have been based on stimulus-stimulus correlations, and were not properties of the trained discriminated operants, because they required control by relations explicitly extinguished during training. This result supports theoretical accounts of emergent relations that emphasize stimulus correlation over operant contingencies.
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Affiliation(s)
- Sara Tepaeru Minster
- The University of Auckland
- The Brain Repair Group, School of Biosciences, Cardiff University
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24
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Nastally BL, Dixon MR, Jackson JW. Manipulating slot machine preference in problem gamblers through contextual control. J Appl Behav Anal 2011; 43:125-9. [PMID: 20808503 DOI: 10.1901/jaba.2010.43-125] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2008] [Accepted: 03/07/2009] [Indexed: 11/22/2022]
Abstract
Pathological and nonpathological gamblers completed a task that assessed preference among 2 concurrently available slot machines. Subsequent assessments of choice were conducted after various attempts to transfer contextual functions associated with irrelevant characteristics of the slot machines. Results indicated that the nonproblem gambling group, but not the problem gambling group, increased their responding toward the slot initially trained as greater than following the initial training procedure, then decreased their responding toward that slot following the reversal phase.
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Dymond S, Bateman H, Dixon MR. Derived transformation of children's pregambling game playing. J Exp Anal Behav 2010; 94:353-63. [PMID: 21541176 PMCID: PMC2972785 DOI: 10.1901/jeab.2010.94-353] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2010] [Accepted: 07/06/2010] [Indexed: 10/18/2022]
Abstract
Contemporary behavior-analytic perspectives on gambling emphasize the impact of verbal relations, or derived relational responding and the transformation of stimulus functions, on the initiation and maintenance of gambling. Approached in this way, it is possible to undertake experimental analysis of the role of verbal/mediational variables in gambling behavior. The present study therefore sought to demonstrate the ways new stimuli could come to have functions relevant to gambling without those functions being trained directly. Following a successful derived-equivalence-relations test, a simulated board game established high- and low-roll functions for two concurrently presented dice labelled with members of the derived relations. During the test for derived transformation, children were reexposed to the board game with dice labelled with indirectly related stimuli. All participants except 1 who passed the equivalence relations test selected the die that was indirectly related to the trained high-roll die more often than the die that was indirectly related to low-roll die, despite the absence of differential outcomes. All participants except 3 also gave the derived high-roll die higher liking ratings than the derived low-roll die. The implications of the findings for behavior-analytic research on gambling and the development of verbally-based interventions for disordered gambling are discussed.
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Affiliation(s)
- Simon Dymond
- Department of Psychology, Swansea University, Singleton Park, Swansea SA2 8PP, United Kingdom.
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Dymond S, Whelan R. Derived relational responding: a comparison of match-to-sample and the relational completion procedure. J Exp Anal Behav 2010; 94:37-55. [PMID: 21279161 PMCID: PMC2893616 DOI: 10.1901/jeab.2010.94-37] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2009] [Accepted: 04/19/2010] [Indexed: 10/18/2022]
Abstract
Previous research suggests that the Relational Completion Procedure may be an effective alternative procedure for studying derived relational responding. However, the parameters that make it effective, relative to traditional match-to-sample, remain to be determined. The present experiment compared the Relational Completion Procedure and match-to-sample protocols for training and testing Same and Opposite derived stimulus relations. Trials to criterion and overall pass rate (i.e., yield) in both procedures were compared across three variables: presence versus absence of a confirmatory response requirement, three versus five comparison stimuli, and top-to-bottom versus left-to-right presentation format. Findings demonstrated a facilitative effect of the confirmatory response requirement in both procedures. Training trials to criterion were nominally but not significantly lower during the nonarbitrary training phase in the Relational Completion Procedure compared to match-to-sample, and the overall yield on the arbitrary relational test was greater in the former procedure compared to the latter. The present findings support the further development of the Relational Completion Procedure as an efficient alternative procedure for establishing Same and Opposite relations with adult humans, and with potential applicability to other types of derived relations.
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Valverde MR, Luciano C, Barnes-Holmes D. Transfer of aversive respondent elicitation in accordance with equivalence relations. J Exp Anal Behav 2009; 92:85-111. [PMID: 20119523 PMCID: PMC2707136 DOI: 10.1901/jeab.2009.92-85] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2008] [Accepted: 04/01/2009] [Indexed: 11/22/2022]
Abstract
The present study investigates the transfer of aversively conditioned respondent elicitation through equivalence classes, using skin conductance as the measure of conditioning. The first experiment is an attempt to replicate Experiment 1 in Dougher, Augustson, Markham, Greenway, and Wulfert (1994), with different temporal parameters in the aversive conditioning procedure employed. Match-to-sample procedures were used to teach 17 participants two 4-member equivalence classes. Then, one member of one class was paired with electric shock and one member of the other class was presented without shock. The remaining stimuli from each class were presented in transfer tests. Unlike the findings in the original study, transfer of conditioning was not achieved. In Experiment 2, similar procedures were used with 30 participants, although several modifications were introduced (formation of five-member classes, direct conditioning with several elements of each class, random sequences of stimulus presentation in transfer tests, reversal in aversive conditioning contingencies). More than 80% of participants who had shown differential conditioning also showed the transfer of function effect. Moreover, this effect was replicated within subjects for 3 participants. This is the first demonstration of the transfer of aversive respondent elicitation through stimulus equivalence classes with the presentation of transfer test trials in random order. The latter prevents the possibility that transfer effects are an artefact of transfer test presentation order.
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O'Toole C, Barnes-Holmes D, Smyth S. A derived transfer of functions and the implicit association test. J Exp Anal Behav 2007; 88:263-83. [PMID: 17970419 PMCID: PMC1986438 DOI: 10.1901/jeab.2007.76-06] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2006] [Accepted: 05/03/2007] [Indexed: 11/22/2022]
Abstract
Participants were trained in a series of interrelated conditional discriminations that aimed to establish four 4-member equivalence classes (i.e., A1-B1-C1-D1, A2-B2-C2-D2, A3-B3-C3-D3, A4-B4-C4-D4). During this training, the four A stimuli (i.e., A1, A2, A3, and A4) were compounded with pictures containing positive or negative evaluative functions (A1/A2 negative & A3/A4 positive). The transfer of evaluative functions to directly and indirectly related members of the equivalence classes (i.e., B, C, and D stimuli) was measured using an Implicit Association Test (IAT). During consistent test blocks, participants were required to press the same response key for target words that were related to those A stimuli that possessed similar evaluative functions (A1/A2-left key & A3/A4-right key). During inconsistent test blocks, target words that were related to those A stimuli with different evaluative functions were assigned to the same response key (A1/A4-left key & A2/A3-right key). Results showed that all 8 participants, who passed a matching-to-sample equivalence test following the IAT, responded more rapidly on consistent relative to inconsistent test blocks. This typical IAT effect was not observed for those participants who did not pass the equivalence test. The results suggest that the IAT effect may arise from formally untested derived relations, and supports the argument that such relations could provide a valid behavioral model of semantic categories in natural language.
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