Derived relations and generalized alteration of preferences

Environmental cues can indirectly acquire cocaine-eliciting changes in Heart Rate: A pilot study of derived relational responding, the transfer of function among cocaine users

Identifying the processes by which environmental stimuli can come to influence drug use is important for developing more efficacious interventions. This study investigated derived relational responding and the transfer of differential conditioned effects of environmental stimuli paired with "smoked" cocaine in accordance with the relations of symmetry, transitivity, and equivalence using Heart Rate as the measure of conditioning among 12 adults with significant histories of cocaine use. Match-to-sample (MTS) procedures were used to test for emergent relations among two four-member stimulus groupings. One member of a group was then paired with 25-mg of smoked cocaine and one member of the other group was paired with 0-mg of smoked cocaine. 10 participants completed the MTS protocol: 4 participants demonstrated two four-member equivalence classes, 3 participants demonstrated two three-member equivalence classes and 2 participants demonstrated symmetry only. One participant demonstrated no derived relations. Differential respondent elicited changes in HR was demonstrated in the presence of stimuli paired with smoked cocaine among 4 of the 6 participants completing the conditioning phase; all 4 of the participants demonstrated a bi-directional transfer of these functions in accordance with symmetry. Transfer was not reliably demonstrated in accordance with transitive or equivalence relations. The results suggest that drug respondent elicitation in the context of drug use may be a function of both direct conditioning and relational processes. These findings have implications for studying and understanding the processes by which stimuli in the natural ecology can set the occasion for cocaine use and developing cocaine use disorder.

Japanese written pseudowords can be conditioned to Japanese spoken words with positive, negative, and active emotions

This study aimed to examine whether Japanese participants condition spoken words' meanings to written pseudowords. In Survey 1, we selected spoken words associated with negative (α = .91) and positive (α = .79) features for Experiment 1 and passive (α = .90) and active (α = .80) features for Experiment 2. In Experiment 1, participants evaluated four written pseudowords' emotional valence using a 7-point semantic differential scale (1: negative; 7: positive) before and after conditioning spoken words with negative, neutral, or positive features to each pseudoword. In the conditioning phase, participants read each pseudoword, listened to a spoken word, and verbally repeated each spoken word. The results showed that a pseudoword was conditioned to spoken words with positive and negative features. In Experiment 2, participants evaluated four pseudowords' activeness using a 7-point semantic differential scale (1: passive; 7: active) before and after conditioning spoken words of passive, neutral, and active features to each written pseudoword. In the conditioning phase, the participants read each written pseudoword, listened to a spoken word, and repeated the spoken word. The results showed that the activeness evaluations were more increased for pseudowords conditioned to spoken words of active and neutral features after conditioning than before conditioning but were unchanged for a pseudoword conditioned to those with passive features before and after conditioning. Additonally, Survey 2's results showed that although the positiveness and activeness responses of the words used in Experiments 1 and 2 were controlled well, the lack of significant differences among positiveness responses of words may influence the evaluative conditioning in Experiment 2. That is, when participants condition passive (low arousal) words' activeness (arousal) ratings to those of pseudowords, words' positiveness (valence) ratings would be important in the evaluative conditioning. Our findings suggest that participants can condition spoken word meanings of preference and activeness to those of written pseudowords. It also indicates that linguistically evaluative conditioning's effects are robust in a non-alphabetic language.

Derived generalization of attentional bias for laboratory-induced threat: Yes but

There is laboratory evidence that fear conditioning underlies the emergence of attentional bias (AB) for threat. Our main objective was to test, for the first time, whether derived or symbolic responding contributes to the generalization of AB across non-conditioned stimuli. Participants were all university students (N = 86) with no pre-existing conditions. We first employed an exogenous cueing paradigm with two color slides (i.e., A1 or to-be CS+, and A2 or to-be CS-) serving as cues, and loud white noise serving as unconditioned stimulus during conditioning trials. We then employed a match-to-sample procedure to establish a derived equivalence relation between color A1 and arbitrary shape C1 as well as between color A2 and arbitrary shape C2. Next, we investigated the transfer of AB across non-conditioned stimuli: participants performed the same spatial cueing task with non-conditioned C1 and C2 stimuli serving as cues. Results replicated previous findings on the conditioning basis of AB, and most importantly, showed preliminary evidence of AB transfer: those participants who appraised C1 and not C2 as a signal of impending noise showed AB toward C1. This is the first laboratory demonstration that AB may generalize to stimuli physically unrelated to directly conditioned threats. Unfortunately, the small number of participants showing this effect calls for cautious considerations.

Nonsimultaneous stimulus presentations and their role in listener naming

Previous studies on naming have presented the object and its name simultaneously during both training and testing, and thus the training component may establish a transformation of function directly between the object and the name. Successful tests for listener naming may thus not require the emergence of a novel (entailed) transformation of function. The current study aimed to control for this possibility by presenting the object and the name sequentially and nonsimultaneously. Eight typically developing toddlers participated in the current study. During name training, objects and names were presented nonsimultaneously, and all participants failed to emit listener-naming responses during the first test session. Subsequently, 4 participants received multiple exemplar training, which led to improvements in listener naming for all 4; and speaker naming for only 1 participant. As a control condition, the remaining 4 participants were tested repeatedly, without multiple exemplar training, and did not show any consistent improvements in their listener or speaker performances. Multiple exemplar training thus appeared to be effective in establishing generalized listener responses, which involved generating entailed transformation of functions. The strategy of using nonsimultaneous stimulus presentations could allow for greater precision in identifying the behavioral processes involved in listener-naming.

Underlying Principles of a Covid-19 Behavioral Vaccine for a Sustainable Cultural Change

Until pharmacological measures are effective at containing the COVID-19 outbreak, adopting protective behaviors is paramount. In this work, we aim at informing interventions to limit the spread of the contagion and prepare against any future outbreaks by developing a behavioral framework to interpret and prescribe both the individual and large-scale uptake of non-pharmaceutical measures. First, we analyze the barriers and facilitators to adherence to protective behaviors according to a three-term contingency by exploring potential gaps in terms of setting stimuli, motivating operations, delayed consequences, and positive or negative consequences. We explore their roles in the likelihood of individual compliance to protective behaviors, taking physical distancing as an example of functional analysis. Second, we interpret contagion control as the cumulative effect of large-scale adherence to protective behaviors. We explore the interrelations between societal problems caused or amplified by similar behaviors presented by many individuals and the coordination of agents or agencies aiming at promoting large-scale behavioral change. Then, we highlight the potential of developing a behavioral vaccine, and practical steps for applying it to promote sustainable cultural change that may protect against health, social, and economic losses in future outbreaks.

The Moderating Impact of Distal Regularities on the Effect of Stimulus Pairings

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.

Derived relations moderate the association between changes in the strength of commitment language and cocaine treatment response

The psycholinguistic analysis of client-counselor interactions indicates that how individuals talk about their substance use is associated with treatment outcome. However, the processes by which client speech influences out-of-session behaviors have not been clearly delineated. This study investigated the relationships between deriving relations-a key behavioral process by which language and cognition may come to influence behavior, shifts in the strength of client talk in favor of change, and treatment outcome among 75 cocaine-dependent participants (23% Female). Participants were trained to relate cocaine words, nonsense syllables, and negative-consequence words and were then assessed for a derived relation of equivalence before starting treatment. The DARN-C coding system was used to quantify the strength of participant speech during an early cognitive behavior therapy counseling session. Cocaine use during treatment was the outcome of interest. The analyses (a) characterized the process of deriving relations among individuals seeking help for their misuse of cocaine, (b) tested the relationships between shifts in the strength of participants' speech in favor of change and treatment outcome, and (c) tested if deriving equivalence relations moderated the relationship between shifts in the strength of in-session speech and treatment response. Results indicated that a minority of participants derived equivalence relations, however increases in the strength of commitment language predicted less cocaine use during treatment only among those who did. The findings suggest deriving relations may be an important process by which changes in the strength of commitment language comes to influence substance use.

On Having a Goal: Goals as Representations or Behavior

The present article discusses the concepts of having a goal and of goal-directed behavior from a behavior-analytic perspective. In clinical psychology as well as in the study of human behavior at large, goals delineate an important area of investigation when it comes to health, well-being, and behavioral change. While concepts like goals and goal-directed behavior may be more frequently used outside the theoretical boundaries of behavior analysis, we argue that by incorporating recent behavior analytic research on verbal behavior, new and fruitful ways open up for approaching the phenomenon of having a goal. A behavior-analytic approach thereby may increase both precision in understanding and the potential for influencing essential aspects of human behavior. This analysis starts with the concept of rule-governed behavior and develops that analysis by using the concept of derived relational responding.

The transfer of social exclusion and inclusion functions through derived stimulus relations

Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1-B1, B1-C1; A2-B2, B2-C2) and were tested with novel stimulus combinations (A1-C1, C1-A1, A2-C2, C2-A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes.

A propositional perspective on context effects in human associative learning

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.

Effects of an acceptance/defusion intervention on experimentally induced generalized avoidance: a laboratory demonstration

This study tests the effectiveness of an acceptance/defusion intervention in reducing experimentally induced generalized avoidance. After the formation of two 6-member equivalence classes, 23 participants underwent differential conditioning with two elements from each class: A1 and B1 were paired with mild electric shock, whereas A2 and B2 were paired with earning points. Participants learned to produce avoidance and approach responses to these respective stimuli and subsequently showed transfer of functions to non-directly conditioned equivalent stimuli from Class 1 (i.e., D1 and F1 evoked avoidance responses) and Class 2 (i.e., D2 and F2 evoked approach responses). Participants were then randomly assigned to either a motivational protocol (MOT) in which approaching previously avoided stimuli was given a general value, or to a defusion protocol (DEF) in which defusion (a component of Acceptance and Commitment Therapy) was trained while approaching previously avoided stimuli was connected to personally meaningful examples. A post-hoc control group (CMOT) was conducted with 16 participants to control for differences in protocol length between the former two groups. All participants in the DEF group showed a complete suppression of avoidance responding in the presence of Class 1 stimuli (A1-F1 and additional novel stimuli in relation to them), as compared to 40% of participants in the MOT condition and 20% in the CMOT condition. The acceptance/defusion protocol eliminated experimentally induced avoidance responding even for stimuli that elicited autonomic fear responses.